Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/005
Simone Torsani, Sabrina Scistri
The article reports on the design and piloting of the MobIta proficiency test. MobIta was designed as an entry test for a course of Italian for Business Purposes to assess reading and writing skills in the occupational and public domains of the Common European Framework. However, since the course was entirely online, we included in our test a part devoted to assessing language proficiency for online learning. After contextualising linguistic competence for online education, the paper illustrates the development of the test, focusing on the piloting stage. We conclude that language proficiency is an important asset for distance education and, since it can hinder the learners’ participation, must therefore be carefully considered.
{"title":"Assessing (also) Linguistic Competence for Distance Learning\u0000 Designing and Piloting an Entry Test for an Online Course","authors":"Simone Torsani, Sabrina Scistri","doi":"10.30687/elle/2280-6792/2023/01/005","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/005","url":null,"abstract":"The article reports on the design and piloting of the MobIta proficiency test. MobIta was designed as an entry test for a course of Italian for Business Purposes to assess reading and writing skills in the occupational and public domains of the Common European Framework. However, since the course was entirely online, we included in our test a part devoted to assessing language proficiency for online learning. After contextualising linguistic competence for online education, the paper illustrates the development of the test, focusing on the piloting stage. We conclude that language proficiency is an important asset for distance education and, since it can hinder the learners’ participation, must therefore be carefully considered.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127168240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/001
Paolo E. Balboni
This bibliography (formerly BELI - Bibliografia dell’Educazione Linguistica in Italia) is edited by the Research Center in Language Education (Centro di Ricerca sulla Didattica delle Lingue) with the patronage of the Italian Society for Didactics of Languages and Educational Linguistics (Società Italiana di Linguistica Educativa e Didattica delle Lingue - DILLE). It has been regularly updated since 1960 and is available in open access at https://www.unive.it/pag/16976.
这语言教育、(formerly逆流-参考书目在意大利“the Research Center) is编辑语言教学语言教育研究中心()with the hohorst课税of the意大利Society for Didactics of Languages and教育Linguistics(意大利社会教育和语言教学语言-告诉她)。自1960年以来，它一直定期更新，并在https://www.unive.it/pag/16976开放访问。
{"title":"Bibliografia di Linguistica Educativa in Italia – BLEI\u0000 Aggiornamento 2022","authors":"Paolo E. Balboni","doi":"10.30687/elle/2280-6792/2023/01/001","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/001","url":null,"abstract":"This bibliography (formerly BELI - Bibliografia dell’Educazione Linguistica in Italia) is edited by the Research Center in Language Education (Centro di Ricerca sulla Didattica delle Lingue) with the patronage of the Italian Society for Didactics of Languages and Educational Linguistics (Società Italiana di Linguistica Educativa e Didattica delle Lingue - DILLE). It has been regularly updated since 1960 and is available in open access at https://www.unive.it/pag/16976.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124931392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/007
Graziano Serragiotto, S. Scolaro
This contribution focuses on the teaching of Italian as a foreign language in Chinese universities and colleges. The work begins by providing an overview of higher education in the People’s Republic of China, the university enrolment system and the methodologies used for teaching foreign languages in China. This is followed by a description of the state of the art of teaching the Italian language at an academic level. The third part includes a qualitative research carried out at Chinese universities that offer Italian language courses. In the conclusion, suggestions based on the findings are provided on teaching the Italian language in the Chinese context.
{"title":"La lingua italiana nelle istituzioni accademiche cinesi","authors":"Graziano Serragiotto, S. Scolaro","doi":"10.30687/elle/2280-6792/2023/01/007","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/007","url":null,"abstract":"This contribution focuses on the teaching of Italian as a foreign language in Chinese universities and colleges. The work begins by providing an overview of higher education in the People’s Republic of China, the university enrolment system and the methodologies used for teaching foreign languages in China. This is followed by a description of the state of the art of teaching the Italian language at an academic level. The third part includes a qualitative research carried out at Chinese universities that offer Italian language courses. In the conclusion, suggestions based on the findings are provided on teaching the Italian language in the Chinese context.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134534352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/002
Anna Chiara Angela Mastropasqua, Emilia Restiglian, Pietro Tonegato
Born in the United States at the end of the last century, the Slingerland Approach is a multisensory method for literacy teaching, at the basis of which lies the assumption that language works based on a complex neurological organization which causes the automatic union of auditory, visual, and kinaesthetic stimuli at a cerebral level. This method offers the exceptional advantage of creating the conditions for the three sensory channels to be associated automatically, thus also connecting the respective association areas in the brain; this gives the child the means to overcome any (possible) difficulties that might occur in the reading-writing skills acquisition process. This article presents the results of a case study conducted at the Stellar Academy for Dyslexics in Newark (CA), a Californian school where the Slingerland Approach is applied to teaching.
{"title":"A Multisensory Approach to Language Arts\u0000 The Slingerland Approach in a Californian School","authors":"Anna Chiara Angela Mastropasqua, Emilia Restiglian, Pietro Tonegato","doi":"10.30687/elle/2280-6792/2023/01/002","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/002","url":null,"abstract":"Born in the United States at the end of the last century, the Slingerland Approach is a multisensory method for literacy teaching, at the basis of which lies the assumption that language works based on a complex neurological organization which causes the automatic union of auditory, visual, and kinaesthetic stimuli at a cerebral level. This method offers the exceptional advantage of creating the conditions for the three sensory channels to be associated automatically, thus also connecting the respective association areas in the brain; this gives the child the means to overcome any (possible) difficulties that might occur in the reading-writing skills acquisition process. This article presents the results of a case study conducted at the Stellar Academy for Dyslexics in Newark (CA), a Californian school where the Slingerland Approach is applied to teaching.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127193630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/004
Linda Torresin
The author describes a new didactic model developed on the Moodle platform for teaching Russian‑Italian translation in the university context. The model, aimed at developing the translation competence of learners, is based on the cooperative learning method and general foreign language teaching principles. Using a longitudinal study involving the collection of qualitative and quantitative data, the model was tested in a 42‑hour asynchronous MA course unit. The findings indicate that the proposed didactic model, which brings together translation theory and practice, can successfully promote the development of translation competence in students.
{"title":"Un nuovo modello per l’insegnamento della traduzione russo-italiano nei corsi universitari magistrali attraverso Moodle","authors":"Linda Torresin","doi":"10.30687/elle/2280-6792/2023/01/004","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/004","url":null,"abstract":"The author describes a new didactic model developed on the Moodle platform for teaching Russian‑Italian translation in the university context. The model, aimed at developing the translation competence of learners, is based on the cooperative learning method and general foreign language teaching principles. Using a longitudinal study involving the collection of qualitative and quantitative data, the model was tested in a 42‑hour asynchronous MA course unit. The findings indicate that the proposed didactic model, which brings together translation theory and practice, can successfully promote the development of translation competence in students.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116411986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/003
A. Ilina
Intercomprehension is the ability to understand a language that is related to an already familiar one. It is based on the activation of previous knowledge and cognitive strategies, such as inference. In this article, we claim that intercomprehensive reasoning can also be applied across European linguistic families. We argue that by creating didactic materials based on the fundamentals of the intercomprehensive approach, it is possible to leverage the students’ natural ability for intercomprehension when approaching a completely unfamiliar language of Europe. In particular, we study if inference can be applied to graphical decoding of familiar and authentic words in an unfamiliar European language with a different alphabet. A small-scale empirical study conducted in Rome with Italian speakers shows that they were able to autonomously decipher the Russian alphabet through a specifically created task.
{"title":"From Italian to Russian with the Superpower of Intercomprehension\u0000 Inference in Graphical Decoding Across Different Alphabets","authors":"A. Ilina","doi":"10.30687/elle/2280-6792/2023/01/003","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/003","url":null,"abstract":"Intercomprehension is the ability to understand a language that is related to an already familiar one. It is based on the activation of previous knowledge and cognitive strategies, such as inference. In this article, we claim that intercomprehensive reasoning can also be applied across European linguistic families. We argue that by creating didactic materials based on the fundamentals of the intercomprehensive approach, it is possible to leverage the students’ natural ability for intercomprehension when approaching a completely unfamiliar language of Europe. In particular, we study if inference can be applied to graphical decoding of familiar and authentic words in an unfamiliar European language with a different alphabet. A small-scale empirical study conducted in Rome with Italian speakers shows that they were able to autonomously decipher the Russian alphabet through a specifically created task.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115508156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.30687/elle/2280-6792/2023/01/006
F. Costa, Cristina Mariotti
This study aims at determining the effectiveness of the Bilingual Education Italy (BEI) project as opposed to monolingual programmes in primary education in Italy, a country with low exposure to English as a foreign language. The BEI project originated from a memorandum of understanding between the Directorate-General for Educational Systems and School Autonomy of the Ministry of Education, the Ministry for Universities and Research, and the British Council. The research questions focus on the difference in the performance in English, oral mathematics and oral Italian between BEI and non-BEI students. To answer them, a statistical analysis of the English language competence state test in two primary schools involved in the BEI project was carried out. A descriptive analysis of the scores obtained by BEI and non-BEI students was performed, followed by the analysis of the correlation between the scores in English, Italian and mathematics, and a linear regression considering all the relevant variables. The results point to an advantage of BEI students over non-BEI ones.
{"title":"Bilingual and Non-Bilingual Classes at Primary School in Italy\u0000 Results from a Standardised National Test","authors":"F. Costa, Cristina Mariotti","doi":"10.30687/elle/2280-6792/2023/01/006","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/01/006","url":null,"abstract":"This study aims at determining the effectiveness of the Bilingual Education Italy (BEI) project as opposed to monolingual programmes in primary education in Italy, a country with low exposure to English as a foreign language. The BEI project originated from a memorandum of understanding between the Directorate-General for Educational Systems and School Autonomy of the Ministry of Education, the Ministry for Universities and Research, and the British Council. The research questions focus on the difference in the performance in English, oral mathematics and oral Italian between BEI and non-BEI students. To answer them, a statistical analysis of the English language competence state test in two primary schools involved in the BEI project was carried out. A descriptive analysis of the scores obtained by BEI and non-BEI students was performed, followed by the analysis of the correlation between the scores in English, Italian and mathematics, and a linear regression considering all the relevant variables. The results point to an advantage of BEI students over non-BEI ones.","PeriodicalId":153655,"journal":{"name":"12 | 1 | 2023","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132964745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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