Pub Date : 2021-04-03DOI: 10.1285/I22390359V42P101
J. Nikitina
This chapter explores evaluative standpoints, opinions and potentially ideologically charged messages in newspaper editorials and news reports covering the birth of the first human gene-edited twins. The corpus under analysis consists of British tabloid and broadsheet news reports and editorials covering the case. The analysis is carried out applying the combined paradigm of Critical Discourse Analysis, Argumentation Theory and Appraisal Theory, with a predominantly linguistic focus. The evidence adduced indicates that most news reports and editorials pass negative evaluative messages starting from their headlines and ending with the local textual structures. The readership is oriented towards a given interpretation of the event using negative judgment and negative affect derived from the headline. The texts of news reports and editorials demonstrate overlapping sequences of evaluation and argumentation. News reports tend to provide the reader with a more explicit yet depersonalised evaluation of the event, as the responsibility for the opinion expressed is shifted to third parties through the mechanism of attribution. Editorials, on the other hand, tend to argue the preferred outlook by syntactic structures and, specifically, concessive constructions and concur-counter patterns.
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The paper aims at proposing a theoretical reflection on the concept of (il)literacy in Africa. The theoretical framework is based on the analysis of literacy related to educational linguistics according to De Mauro’s studies. Before analyzing the issue of (il)literacy in Africa, the contribution tackles the main sociolinguistic features of this continent. The illiteracy data illustrated in the paper are taken from UNESCO and United Nations sources. The analysis of concept and effects of (il)literacy in Africa is crucial to separately interpret cultural and linguistic deprivation. Actually, if on the one hand the contribution considers illiteracy as a barrier that prevents the achievement of many educational goals in Africa, on the other it prompts to create conditions so that linguistic precarity could become a means capable of leading to linguistic creativity. The idea is therefore to introduce an inclusive teaching oriented to creative and original language education models capable of valorizing all the semiotic resources of learners.
{"title":"Alfabetizzazione e educazione linguistica in Africa. Tra precarietà e creatività linguistica","authors":"Raymond Siebetcheu","doi":"10.1285/I22390359V41P49","DOIUrl":"https://doi.org/10.1285/I22390359V41P49","url":null,"abstract":"The paper aims at proposing a theoretical reflection on the concept of (il)literacy in Africa. The theoretical framework is based on the analysis of literacy related to educational linguistics according to De Mauro’s studies. Before analyzing the issue of (il)literacy in Africa, the contribution tackles the main sociolinguistic features of this continent. The illiteracy data illustrated in the paper are taken from UNESCO and United Nations sources. The analysis of concept and effects of (il)literacy in Africa is crucial to separately interpret cultural and linguistic deprivation. Actually, if on the one hand the contribution considers illiteracy as a barrier that prevents the achievement of many educational goals in Africa, on the other it prompts to create conditions so that linguistic precarity could become a means capable of leading to linguistic creativity. The idea is therefore to introduce an inclusive teaching oriented to creative and original language education models capable of valorizing all the semiotic resources of learners.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"68 1","pages":"49-66"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85753408","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 : 2021-01-27DOI: 10.1285/I22390359V41P265
Mirko Tavosanis
The text describes two different kinds of literacy: the traditional and the digital one. It then places them in a context of “Linguistic education” ( educazione linguistica) , highlighting the possible benefits of a more significant inclusion of real practices within the educational curricula. This is done by looking at both “vernacular literacy” practices and practices taken from the workplace. The use of Wikipedia in the Italian language classroom is afterwards introduced as an example of such possible integrations.
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Pub Date : 2021-01-27DOI: 10.1285/I22390359V41P297
G. Sergio
The paper starts from the early stages of initiation to special languages and goes through its main stages, then focusing on the analysis of the multi-level study book Lo stivale di moda (Filippone, Radicchi 2014), primarily aimed at foreign learners who want to learn or deepen their knowledge of the language of fashion. Lo stivale di moda is analyzed according to two different but intertwined perspectives: the glottodidactic perspective, in order to assess whether the study book responds, in its entirety and in its acquisition units, to the didactic programming of special languages and to the needs of adult learners; and according to the linguistic perspective, with a specific attention to the lexical level, in particular to the technical words, to the foreign words and to the words formed through the derivative and compositive processes of the Italian language.
本文从开始到特殊语言的早期阶段开始，经历了它的主要阶段，然后重点分析了多层次的学习书Lo stivale di moda (Filippone, Radicchi 2014)，主要针对想要学习或深化时尚语言知识的外国学习者。从两种不同但相互交织的视角来分析《语言的学习》:一种是外语教学视角，目的是评估学习书是否在整体上和其习得单元上对特殊语言的教学程序和成人学习者的需要作出反应;根据语言学的观点，特别关注词汇层面，特别是技术词汇，外来词以及通过意大利语的衍生和合成过程形成的词汇。
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G. Fiorentino, Elvio Ceci, C. Citraro, A. Montinaro
Questo volume raccoglie alcuni dei contributi presentati al quarto Convegno Internazionale di Linguistica e Glottodidattica Italiana (CILGI 2019). Il titolo del convegno e il tema coincidono con quelli del volume monografico. Gli editori, consapevoli della polisemia del termine alfabetizzazione, hanno inteso selezionare una serie di interventi che consentano di inquadrare e problematizzare la nozione di alfabetizzazione. Il volume discute dunque di alfabetizzazione in senso stretto, cioe strumentale, riferendosi sia alla L1, sia ai nuovi bisogni di alfabetizzazione della popolazione migrante in Italia (e quindi come acquisizione della letto-scrittura in una L2). Si discute anche di alfabetizzazione in senso ampio, cioe di alfabetizzazione funzionale intesa come il pieno possesso delle competenze culturali per accedere alla complessita del mondo, e infine, come traduzione di literacy, e cioe come “conoscenza o esperienza in un determinato campo”, ad esempio media literacy . Gli editori hanno voluto accogliere articoli che possano contribuire alla conoscenza delle dimensioni politiche e interdisciplinari connesse con la nozione di alfabetizzazione. Non e necessario ribadire quanto urgente sia riflettere su questo tema e guidare azioni educative in questa direzione ai vari livelli indicati in un momento in cui si continua a sottolineare un’emergenza italiana rispetto all’analfabetismo di ritorno (come dimostrato da indagini internazionali molto citate e commentate). L’alfabetizzazione inoltre si configura sempre piu come un’urgenza sociale che risponde all’imperativo di contribuire a erigere, con la cultura, una barriera al diffondersi di visioni antidemocratiche e ai rischi della manipolazione.
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Pub Date : 2021-01-27DOI: 10.1285/I22390359V41P279
D. Vellutino
The Italian university system is organised in three cycles, according to the Bologna’s Process Structure. There are currently 57 Laurea (1st degree) courses in Scienze della Comunicazione (Communication Sciences), and 24 Laurea magistrale (2nd degree) courses in Scienze della comunicazione pubblica, d'impresa e pubblicita (Public and Corporate Communication, Advertising). A Laurea magistrale (2nd degree) in Public and Corporate Communication, Advertising or its equivalent is a requirement for anyone applying for Public Relations (PR) officer positions in the Italian Public Administration. Such jobs entail a full command of a new language variety, Institutional Italian, and yet only 24 out of 4 communication degrees include linguistics or language modules about this specific focus as part of their course structure. The aim of this article is to show why Institutional Italian should be included in the study plan of any future Public Administration (PA) communicator, and it does so by drawing on the experience of teaching two modules at the University of Salerno, Italiano istituzionale (laurea in Scienze della Comunicazione) and Comunicazione pubblica e linguaggi istituzionali (laurea magistrale in Corporate Communication and Media). It outlines the main features of Institutional Italian and it describes how it has been affected by digital innovation and transformation, by the impact of traditional and new media, and by an increased public awareness of plain language as a means of making communication more accessible. Furthermore, it shows that Institutional Italian works on different levels – syntactical, morphosyntactical, lexical, terminological, textual – which serve different pragmatic purposes for different PA communication tasks. Finally, the article provides practical examples on how Institutional Italian can be taught successfully.
根据博洛尼亚的流程结构，意大利大学系统分为三个周期。目前有57个传播科学一级学位课程，24个公共传播科学二级学位课程(公共与企业传播、广告)。公共和企业传播，广告或同等学历的Laurea magistrale(第二学位)是申请意大利公共管理部门公共关系(PR)官员职位的必要条件。这样的工作需要全面掌握一门新的语言——机构意大利语，然而，在4个传播学学位中，只有24个学位的课程结构中包含语言学或语言模块，这是他们课程结构的一部分。本文的目的是展示为什么机构意大利语应该包括在任何未来的公共管理(PA)传播者的学习计划中，并通过借鉴萨莱诺大学的两个模块，Italiano istituzionale (laurea in Scienze della Comunicazione)和Comunicazione publicica e linguaggi istituzionali (laurea magistrale in Corporate Communication and Media)的教学经验来实现这一目标。它概述了机构意大利语的主要特点，并描述了数字创新和转型、传统媒体和新媒体的影响，以及公众对简单语言作为一种更容易获得的沟通手段的日益认识对机构意大利语的影响。此外，研究还表明，机构意大利语在句法、形态句法、词汇、术语和语篇等不同层面上发挥作用，为不同的PA交际任务提供了不同的语用目的。最后，文章提供了如何成功进行机构意大利语教学的实例。
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Pub Date : 2021-01-27DOI: 10.1285/I22390359V41P249
Arianna Welisch, G. Asta
While in the 90s the New London Group advocated a definition of literacy that takes into account modes of expression other than written, today the comparison of different cultures (Cole, 1996) makes it more essential than ever to reflect on what kind of literacy enables integration into contemporary Western societies.We propose some ideas developed within the Italian L2 classes for refugees and asylum seekers from the DiCO education project, which is committed to promoting the research and the implementation of discoveries in contemporary glottodidactics research studies through training, workshops and innovative teaching and learning materials.The paper aims at both investigating the notion of literacy itself and illustrating some insights on possible digital literacy (Buckingham 2015) paths parallel to traditional literacy acquisition ones, with particular focus on the so-called media-literacy (ibid.) as a means to support learning and teaching.Some hands-on examples will be provided throughout the paper, presenting smartphone built- in features that, by changing the shape of the educational content (Pireddu, Maragliano 2012), facilitate language acquisition of adult learners with low education. The research results lead to reflecting on the potential role of media literacy in the development of learners’ autonomy.
上世纪90年代，“新伦敦集团”(New London Group)主张将文字以外的表达方式纳入识字的定义，而今天，不同文化之间的比较(Cole, 1996)使得反思什么样的识字能力能够融入当代西方社会变得比以往任何时候都更加重要。我们从DiCO教育项目中为难民和寻求庇护者提供的意大利语L2课程中提出了一些想法，该项目致力于通过培训，研讨会和创新的教学和学习材料促进当代外语教学法研究的研究和实施。本文旨在调查识字本身的概念，并阐述一些关于可能的数字识字(Buckingham 2015)与传统识字习得途径平行的见解，特别关注所谓的媒体识字(同上)作为支持学习和教学的手段。本文将提供一些实际操作的例子，展示智能手机内置的功能，通过改变教育内容的形状(Pireddu, Maragliano 2012)，促进低教育程度的成人学习者的语言习得。研究结果引发了对媒介素养在学习者自主性发展中的潜在作用的反思。
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Pub Date : 2021-01-27DOI: 10.1285/I22390359V41P233
Maurizio Gentile, Patrizia Bertini Malgarini
The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures’ effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p <.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p <.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures . Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering . Both methods can help educators to scaffold reading difficulty levels for diverse students.
本文探讨了在有大量移民背景学生的课堂中，合作目标结构的人际效应。目标结构可能是支持流动学生及其同学完成学校相关目标的关系模式之一。合作目标结构强调同学之间的积极相互依赖。本研究的主要目的是消除流动学生和非流动学生之间的人际障碍，促进更好的同伴关系。我们通过两个变量来衡量合作目标结构的影响:a)合作互动;B)关系结构。对于协作互动，我们观察到一个积极的结果。在外来务工人员提供合作的情况下，分析产生了统计学上显著的效果:Wilks Lambda = 0.80, F (2,68) = 4.43, p <.001。对于收到的协作，结果为:Wilks Lambda = .73, F (2,64) = 11.37, p <.0005。对于第二个变量，研究表明流动学生与非流动学生之间的相互关系有所改善，教室的社会密度指数整体上升。本文提出了一个新的发展方向:在合作目标结构中整合不同层次的教科书语言复杂性。两种方法可以促进语言复杂性的控制:语言索引的计算和文本分层。这两种方法都可以帮助教育工作者为不同的学生构建阅读难度水平。
{"title":"Inclusive education and migrant pupils: interpersonal effects of cooperative goal structures","authors":"Maurizio Gentile, Patrizia Bertini Malgarini","doi":"10.1285/I22390359V41P233","DOIUrl":"https://doi.org/10.1285/I22390359V41P233","url":null,"abstract":"The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures’ effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p <.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p <.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures . Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering . Both methods can help educators to scaffold reading difficulty levels for diverse students.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"16 1","pages":"233-248"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74969505","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 : 2021-01-26DOI: 10.1285/I22390359V41P119
A. Meo, Marta Maffia
The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrItAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L’Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones.
{"title":"Oltre “no buono”. L’espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili","authors":"A. Meo, Marta Maffia","doi":"10.1285/I22390359V41P119","DOIUrl":"https://doi.org/10.1285/I22390359V41P119","url":null,"abstract":"The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrItAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L’Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"13 1","pages":"119-135"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85291373","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}
Literacy has been, and still is, a very relevant political tool in the process of nation-building, as well as for the education of the “democratic citizen”. However, since the 1980s it has been complexified by considering the role that not only (verbal) language, but the whole of “culture” plays for its achievement. In time, a number of more specific notions such as “cultural literacy”, “critical literacy”, and so on, have been developed with the aim of making “literacy” a viable tool to allow for more and further “inclusion”, by means of “eradicating illiteracy” all over the world. In this context, I try to show that in order to reach that goal, very improbable if not impossible to achieve, it would be worthwhile taking into proper account the multicultural composition of contemporary complex societies. Therefore, I firstly give a brief overview of literacy’s development, and secondly, I discuss the notions of multicultural and intercultural literacy. My overall aim, however, is to show that the discourse linking the idea of a more and more inclusive democracy to the notion(s) of literacy has not yet focused on its own culturally biased origins. To argue this point, I briefly refer to decolonial thinking, understood as a theoretical approach that implies the need, and indeed the urgency, to renegotiate also the speaking, the writing and the teaching practices and theories, still modeled according to the culturally biased presuppositions originated from the so-called “western modernity” and particularly from its way of thinking and shaping “knowledge” – that is to say “modern science”. My conclusion is that the absence of such a decolonizing renegotiation implies an inability to come to terms with the limits and exclusions that western-style democracy opposes to the very possibility of building truly interculturally shaped political communities.
{"title":"Alfabetizzazione interculturale e decolonizzazione della “democrazia inclusiva”","authors":"F. Monceri","doi":"10.1285/I22390359V41P67","DOIUrl":"https://doi.org/10.1285/I22390359V41P67","url":null,"abstract":"Literacy has been, and still is, a very relevant political tool in the process of nation-building, as well as for the education of the “democratic citizen”. However, since the 1980s it has been complexified by considering the role that not only (verbal) language, but the whole of “culture” plays for its achievement. In time, a number of more specific notions such as “cultural literacy”, “critical literacy”, and so on, have been developed with the aim of making “literacy” a viable tool to allow for more and further “inclusion”, by means of “eradicating illiteracy” all over the world. In this context, I try to show that in order to reach that goal, very improbable if not impossible to achieve, it would be worthwhile taking into proper account the multicultural composition of contemporary complex societies. Therefore, I firstly give a brief overview of literacy’s development, and secondly, I discuss the notions of multicultural and intercultural literacy. My overall aim, however, is to show that the discourse linking the idea of a more and more inclusive democracy to the notion(s) of literacy has not yet focused on its own culturally biased origins. To argue this point, I briefly refer to decolonial thinking, understood as a theoretical approach that implies the need, and indeed the urgency, to renegotiate also the speaking, the writing and the teaching practices and theories, still modeled according to the culturally biased presuppositions originated from the so-called “western modernity” and particularly from its way of thinking and shaping “knowledge” – that is to say “modern science”. My conclusion is that the absence of such a decolonizing renegotiation implies an inability to come to terms with the limits and exclusions that western-style democracy opposes to the very possibility of building truly interculturally shaped political communities.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"38 1","pages":"67-79"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81093101","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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