1,720,991 research outputs found
Venti anni di CLIL in Italia
No full textAbout twenty years after the first studies on CLIL, Italy can presently count on some considerable achievements in the field, as a result of a history of research and experimentation with the vehicular use of a foreign/additional language for the teaching of a particular subject. The aim of this paper is to recall the main stages that have allowed
CLIL to develop to such an extent that, in just over twenty years, it is now formally recognised as an approach in which to invest. From researchers to teachers, from ministerial round tables to school publishing companies, CLIL is one of the most debated topics
among those involved in language education, and beyond. In this debate, a key role is acknowledged to Carmel Mary Coonan, a scholar who, thanks to her numerous – and often pioneering – research and experimentation initiatives, has strongly contributed to making CLIL what it represents today in our country, as this paper will explain
Ambienti di apprendimento in presenza e a distanza e autonomia dello studente: due corsi di intercomprensione a confronto
No full textGli sviluppi tecnologici in ambito educativo e la recente spinta alla didattica a distanza nelle varie modalità possibili (sincrona, asincrona, ibrida, distribuita, ecc.) alimentano la discussione su come gli approcci e i metodi tradizionalmente utilizzati debbano essere adattati, integrati e riformulati a favore delle nuove modalità di apprendimento. In particolare, ciò che ha caratterizzato la didattica negli ultimissimi anni, e che risulta essere anche il caso specifico dello studio presentato in questo articolo, è la modalità di apprendimento a distanza che prevede lezioni svolte in sincrono. Il nostro contributo nasce proprio dall’esigenza, oltre che dall’interesse, di riflettere sulle trasformazioni attuate per comprendere quali siano i vantaggi e le criticità da considerare per migliorare la progettazione didattica dei corsi a venire. Verranno messi a confronto gli ambienti di apprendimento di due corsi di intercomprensione da noi realizzati aventi grossomodo le stesse caratteristiche (stessa docente, stesso approccio, stessi obiettivi, stesso test finale) tranne che per il fatto di essere svolti uno in presenza e uno on line. Considerata la natura dei processi implicati nell’intercomprensione linguistica, si ritiene che il passaggio dalla modalità in presenza a quella a distanza possa rappresentare una variabile particolarmente influente nel determinare gli esiti di apprendimento
The role of ‘learning to learn’ in second and foreign language education in Italy
No full textAfter framing the concept of ‘learning to learn’ related to metacognitive pedagogy and learner autonomy in second and foreign language education, the authors will give a brief historical review of how they have affected and continues to influence teaching practices in Italy, following, or in spite of, various institutional reforms that have taken place in the last thirty years, and thanks to international stimuli. It is worth noticing that, despite ‘learning to learn’, ‘metacognitive pedagogy’, ‘learner autonomy’, etc., are concepts connected to the learning process in general, they will be here referred in particular to language learning, while being aware that it is often difficult to establish clear boundaries. Far from being comprehensive, the experiences and projects selected by the authors report encouraging results, in spite of a few inconsistencies that still limit the spread and integration of a culture of autonomy in the Italian school and university context
La linguistica educativa tra ricerca e sperimentazione. Scritti in onore di Carmel Mary Coonan
Get PDFThe volume collects the contributions of academics from various Italian universities who have worked with Carmel Mary Coonan throughout her career at Ca’ Foscari University. Starting from the themes that have characterised Carmel’s research interests, including Content and Language Integrated Learning (CLIL), professional development
for language teachers and action research practice, the volume opens up to original methodological reflections and new lines of research in the field of educational linguistics. The relevance and variety of the studies here described confirm the lively and
dynamic character of research and experimentation that shape our discipline. By questioning different language learning environments (both inside and outside language classroom), educational contexts (from kindergarten to university and beyond) and
subjects (students as well as teachers), the volume highlights significant gains achieved in the field of language teaching and learning so far. At the same time, however, it makes clear the urge to further boost plurilingualism in language education, a goal that Carmel has tenaciously pursued throughout her whole career
EMI (English Medium Instruction) all’università: occasioni di confronto tra docenti disciplinaristi e linguisti educativi
No full textThe paper investigates the professional competences required in EMI contexts,
starting from the stakeholders’ perception and awareness of such specific needs.
This study is part of a research project involving the two authors whose final outcome is a
framework for Collaborative Professional Development specifically tailored for teaching
through English in the Italian academic context. After illustrating the general premises
of the project, we here share the preliminary data collected thanks to a survey involving
EMI specialists and educational linguists. Assessing EMI stakeholders’ perceived needs
in order to improve their teaching in English, and the role of Educational Linguistics
specialists in EMI professional development, are the first two steps of the project
Dal precettore a Duolingo: un’interpretazione linguistico-educativa e alcune considerazioni sul suo impiego e la sua efficacia. Il corso di norvegese
No full textAmong the most successful language self-teaching apps, Duolingo stands
out due to its ease of access and simplicity of use. In this paper, after a general description
of the app, an interpretation will be attempted in terms of language learning, with particular
reference to the approaches, methodologies and techniques it seems to be based
upon, which skills it aims to develop and with what likely results. Its pros and cons will be
highlighted, taking into specific examination the Norwegian language course. In conclusion,
the use of the app as a support for a structured language course will be outline
Memoria, emozioni, ricordi nell'invecchiamento. Implicazioni per l'educazione linguistica degli anziani
No full textLearning languages is not only useful for the quality of life of the elderly and their
active participation in society, but it also has an important role in stimulating and
maintaining cognitive resources, increasing cognitive reserves and countering their
decline favouring the development of compensation processes. From this point of view
learning languages in old age is not only possible but it's desirable. All this justifies a
FL geragogic model based on the idea that education must respect teaching methods
principles specially if aimed to elders. Seeing as memory is made up of different
processes which interact each other affecting several brain areas, there is no unitary
aging of memory in the elderly. Some types of memory are very sensitive to aging,
while others are preserved very well and show no signs of impairment. Then, from the
point of view of language education of the elderly, it is necessary to know the different
features of the aging of memory in order to prepare teaching activities and educational
paths that take into account the specific characteristics and changes that affects memory
over the years
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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