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HOW VIRTUAL LEARNING ENVIRONMENTS CAN BOOST LANGUAGE LEARNING INCLUSIVITY IN HIGHER EDUCATION
No full textThis study explores how Virtual Learning Environments (VLEs) enhance inclusivity in language learning for students with diverse needs, including dyslexic learners and migrants. Two case studies demonstrate how VLEs improve accessibility and engagement through assistive technologies, multimodal and multisensory learning, and gamified activities. Findings suggest that VLEs not only boost linguistic proficiency but also promote intercultural competence and social confidence, offering flexible, low-cost learning alternatives to traditional methods. This research highlights the potential of VLEs to bridge educational gaps and foster equitable language acquisition
Recensione: Pavesi, Maria & Ghia, Elisa (2020). Informal contact with English. A case study of Italian postgraduate students. Edizioni ETS
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Italiano lingua di cultura. Il caso di ENTRADIT, l’Edizione nazionale delle opere italiane tradotte nel mondo
No full textImmersive Educational Environments to enhance L2 motivation and vocabulary in EFL students with dyslexia
No full textThis research is driven by the need to understand the educational profile and specific needs of university students with Specific Learning Disorders (SpLD) at the University of Genoa. The first research question focuses on describing this profile, while secondary questions delve into educational and linguistic needs. The second primary research question explores how to enhance linguistic motivation and lexical learning in English for students with SpLD. The hypothesis posits that immersive educational environments can positively influence engagement and motivation, benefiting vocabulary learning. The study employs a mixed-method research approach, combining quantitative and qualitative methods. The aim is to assess the effectiveness of immersive technologies on university students with SpLD, contributing to inclusive education. The research's contextualization within the University of Genoa facilitates sample selection, emphasizing both online educational units and the use of various research methodologies. The ultimate goal is to provide effective tools for academic success and inclusivity for students with SpLD, aligning them with neurotypical peers. The resultus of the study confirm: (i) the effectiveness of an educational design based on principles of Inclusive Language Teaching Theories, concerning the content and its organization, as well as the arrangement of the online environment itself; (ii) the enhancement of motivation thanks to immersive scenarios; (iii) the improvement of vocabulary competence, especially lexical richness, the use of connectors, and vocabulary accuracy
La multimodalità per la didattica inclusiva: l’esperienza di un corso di lingua inglese in Realtà Virtuale per bambini con BES
No full textRethinking language teaching in Italian higher education: digital innovation and pedagocical readiness
No full textAs universities embrace digital transformation, the role of technology and the importance of sustainability in language education have become increasingly significant. Yet, the practical realities of digitalization often lag behind policy initiatives. The Italian university system, in particular, faces challenges in responding effectively to the ambitious goals set by national and European agendas for digital education. This study presents findings from the national PRIN project The Eco-Friendly Flexible Teaching Model, which investigates how university language educators perceive and implement digital technologies.
Through a nationwide survey of English and German language and literature instructors in Italy, we explore the extent to which digital strategies are adopted, the challenges posed by evolving technological landscapes, and the competencies required for effective integration. In addition to addressing educators’ concerns about AI-driven language tools, e-learning platforms, and their pedagogical implications, we will showcase specific examples of online teaching and learning modules currently in use. These examples illustrate how instructors are leveraging digital resources to enhance engagement and support language acquisition.
The study highlights the tension between institutional policies and the actual readiness of instructors to effectively integrate digital resources. By examining these perspectives, we provide recommendations for fostering a more sustainable, flexible, and technology-enhanced approach to language teaching in higher education
Orientarsi tra due mondi: i percorsi linguistici di Unige tra scuola e università
Get PDFThis paper illustrates the activities proposed by the Department of Modern Languages and Cultures (DLCM) of the University of Genoa, carried out within the framework of the POT (Plans for Orientation and Tutoring) and PCTO (Pathways for Transversal Competences and Orientation) projects promoted by MIUR, starting from 2017 and addressed to students of secondary schools. The described workshop experiences focus on two macro-areas in particular: on the one hand, an experiential pathway on the profession of interpreter; on the other, the enhancement of language skills. In conclusion, future objectives are described in the perspective of a more inclusive university
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