Pub Date : 2021-01-26DOI: 10.1285/I22390359V41P137
S. Gilardoni
In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on teaching Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers’ metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow to outline some implications for teaching practice and teacher training.
{"title":"Insegnare italiano L2 ad adulti migranti di livello pre A1. Un’indagine sul territorio lombardo","authors":"S. Gilardoni","doi":"10.1285/I22390359V41P137","DOIUrl":"https://doi.org/10.1285/I22390359V41P137","url":null,"abstract":"In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on teaching Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers’ metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow to outline some implications for teaching practice and teacher training.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"1999 1","pages":"137-157"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89849286","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/I22390359V41P101
Igor Deiana
Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public school staff. This moment is very important. In fact, for a long time the Italian public school had not had in its staff the highly qualified professionalism useful to face problems linked to learning Italian as a second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff. This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. The paper will also investigate the role and professionalism of A23 teachers in the Italian school. These reflections are based on data collected by a survey carried out during the school year 2018/2019, February to April 2019. Conducted by a self-administered online questionnaire entitled A23: Chi? Come? Dove? Quando? Perche?, it involved 76 A23 teachers.
{"title":"A23: facciamo il punto!","authors":"Igor Deiana","doi":"10.1285/I22390359V41P101","DOIUrl":"https://doi.org/10.1285/I22390359V41P101","url":null,"abstract":"Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public school staff. This moment is very important. In fact, for a long time the Italian public school had not had in its staff the highly qualified professionalism useful to face problems linked to learning Italian as a second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff. This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. The paper will also investigate the role and professionalism of A23 teachers in the Italian school. These reflections are based on data collected by a survey carried out during the school year 2018/2019, February to April 2019. Conducted by a self-administered online questionnaire entitled A23: Chi? Come? Dove? Quando? Perche?, it involved 76 A23 teachers.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"8 1","pages":"101-117"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77743135","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/I22390359V41P159
R. Vetrugno
The essay presents a research started in 2016 at the University for Foreigners of Perugia and dedicated to the learning of post-basic Italian by adult foreigners permanently residing in Perugia. The results of the survey will be published in a forthcoming volume entitled ‘ Il muro della lingua: stranieri residenti e l'apprendimento dell'italiano avanzato ’ ( The language barrier: resident foreigners and advanced Italian learning ). The first part addresses the issue of learning immigrants' identity, drawing on the definition of Straniero Residente proposed by Donatella Di Cesare. In the second part, I briefly describe the groups of informants and the structure of the questionnaire. The third section provides some examples and illustrates the methodological choices for the linguistics data analysis.
本文介绍了佩鲁贾外国人大学于2016年开始的一项研究，该研究致力于永久居住在佩鲁贾的成年外国人学习后基础意大利语。调查结果将发表在即将出版的题为《语言障碍:外籍居民和高级意大利语学习》的卷中。第一部分阐述了学习移民身份的问题，借鉴了Donatella Di Cesare提出的Straniero Residente的定义。在第二部分，我简要地描述了举报人的群体和问卷的结构。第三部分举例说明了语言学数据分析的方法论选择。
{"title":"Il muro della lingua. Stranieri residenti e apprendimento dell’italiano avanzato a Perugia","authors":"R. Vetrugno","doi":"10.1285/I22390359V41P159","DOIUrl":"https://doi.org/10.1285/I22390359V41P159","url":null,"abstract":"The essay presents a research started in 2016 at the University for Foreigners of Perugia and dedicated to the learning of post-basic Italian by adult foreigners permanently residing in Perugia. The results of the survey will be published in a forthcoming volume entitled ‘ Il muro della lingua: stranieri residenti e l'apprendimento dell'italiano avanzato ’ ( The language barrier: resident foreigners and advanced Italian learning ). The first part addresses the issue of learning immigrants' identity, drawing on the definition of Straniero Residente proposed by Donatella Di Cesare. In the second part, I briefly describe the groups of informants and the structure of the questionnaire. The third section provides some examples and illustrates the methodological choices for the linguistics data analysis.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"31 1","pages":"159-179"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91230616","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/I22390359V41P199
Floriana Carlotta Sciumbata
This paper deals with the topic of text simplification discussing two models of writing that make texts easier to read and understand. First, it briefly discusses plain language, which has been debated in Italy since the beginning of the 1990s as a tool to improve government communication. However, even though several initiatives tried to promote it, it is still little used, and it has not defeated bureaucratese. Second, this paper presents “Easy-to-Read”, a model of linguistic adaptation designed to write texts that are easy to read and understand for people with intellectual disabilities. Its features of conciseness and simplicity also make it suitable for other categories with reading difficulties due to psychological and neuropsychiatric conditions, social factors, and/or poor knowledge of a language. Plain language and Easy-to-Read share several traits, although Easy-to-Read is a more specific application designed for readers with special needs. Easy-to-Read is a relatively new concept: several guidelines have already been created for some languages, along with the European ones, designed during the Pathways project by the European association Inclusion Europe. Yet, the existing guidelines often lack extensive linguistic indications and can prove insufficient to write proper easy-to-read texts. After presenting Easy-to-Read, the paper will discuss some methodological issues, such as some problems regarding the existing guidelines for the Italian version of Easy-toRead; the complexity of the needs of its recipient; and the absence of proofs, as Easy-toRead currently lacks a more scientific approach and further studies are still needed. Finally, the paper briefly discusses the need to spread both plain language and Easy-toRead in order to foster the participation in social life of people with reading difficulties or intellectual disabilities and promote their right to information.
{"title":"Dal plain language all'easy-to-read per lettori con disabilità intellettive: oltre la semplificazione","authors":"Floriana Carlotta Sciumbata","doi":"10.1285/I22390359V41P199","DOIUrl":"https://doi.org/10.1285/I22390359V41P199","url":null,"abstract":"This paper deals with the topic of text simplification discussing two models of writing that make texts easier to read and understand. First, it briefly discusses plain language, which has been debated in Italy since the beginning of the 1990s as a tool to improve government communication. However, even though several initiatives tried to promote it, it is still little used, and it has not defeated bureaucratese. Second, this paper presents “Easy-to-Read”, a model of linguistic adaptation designed to write texts that are easy to read and understand for people with intellectual disabilities. Its features of conciseness and simplicity also make it suitable for other categories with reading difficulties due to psychological and neuropsychiatric conditions, social factors, and/or poor knowledge of a language. Plain language and Easy-to-Read share several traits, although Easy-to-Read is a more specific application designed for readers with special needs. Easy-to-Read is a relatively new concept: several guidelines have already been created for some languages, along with the European ones, designed during the Pathways project by the European association Inclusion Europe. Yet, the existing guidelines often lack extensive linguistic indications and can prove insufficient to write proper easy-to-read texts. After presenting Easy-to-Read, the paper will discuss some methodological issues, such as some problems regarding the existing guidelines for the Italian version of Easy-toRead; the complexity of the needs of its recipient; and the absence of proofs, as Easy-toRead currently lacks a more scientific approach and further studies are still needed. Finally, the paper briefly discusses the need to spread both plain language and Easy-toRead in order to foster the participation in social life of people with reading difficulties or intellectual disabilities and promote their right to information.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"41 1","pages":"199-213"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77187087","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}
From the point of view of political philosophy, the relationship between literacy and democracy appears quite problematic, if the issue of linguistic diversity is set aside. The debate between equalitarian liberals and multiculturalists emerging with the rise of multiculturalism as a theoretical paradigm has highlighted that the historical affirmation of the Western nation-state has been built upon the negation of internal linguistic diversity, favoring some languages over others, a trend which has not lost its strength with the advent of democracy. However, one of the main results of such debate, largely indebted to the Rawlsian conception of justice, has been seemingly the idea that the extended promotion of plurilingualism (that is, a kind of promotion which does not aim to support second or third language acquisition only for the benefit of the so called ‘minority’ or ‘disadvantaged’ groups and languages) could not be a viable alternative for contemporary democratic theory to ameliorate its performance. Drawing upon the field of language policy, this article envisages showing that such a result is tied to a certain number of theoretical assumptions concerning language, which are controversial both in political philosophy and in linguistic theory. In the final section, the article tries to provide some suggestions to develop a reflection more open towards the extended promotion of plurilingualism and to acknowledge the human ability to learn more than one linguistic code.
{"title":"Politica linguistica, democrazia e plurilinguismo: quali prospettive?","authors":"P. Biondi","doi":"10.1285/I22390359V41P81","DOIUrl":"https://doi.org/10.1285/I22390359V41P81","url":null,"abstract":"From the point of view of political philosophy, the relationship between literacy and democracy appears quite problematic, if the issue of linguistic diversity is set aside. The debate between equalitarian liberals and multiculturalists emerging with the rise of multiculturalism as a theoretical paradigm has highlighted that the historical affirmation of the Western nation-state has been built upon the negation of internal linguistic diversity, favoring some languages over others, a trend which has not lost its strength with the advent of democracy. However, one of the main results of such debate, largely indebted to the Rawlsian conception of justice, has been seemingly the idea that the extended promotion of plurilingualism (that is, a kind of promotion which does not aim to support second or third language acquisition only for the benefit of the so called ‘minority’ or ‘disadvantaged’ groups and languages) could not be a viable alternative for contemporary democratic theory to ameliorate its performance. Drawing upon the field of language policy, this article envisages showing that such a result is tied to a certain number of theoretical assumptions concerning language, which are controversial both in political philosophy and in linguistic theory. In the final section, the article tries to provide some suggestions to develop a reflection more open towards the extended promotion of plurilingualism and to acknowledge the human ability to learn more than one linguistic code.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":" 25","pages":"81-99"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72497921","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/I22390359V41P181
Federica Rapetti
The systems for hospitality and social inclusion of migrants in Italy offer a privileged point of view for debating about language education policies. The challenge of literacy education and second language learning for young people and adults who are illiterate or scarcely literate and uneducated or scarcely educated requires thinking accurately about the impact one’s actions have in the pre-A1 level classes. The specific needs of asylum seekers and refugees may lead teachers to adopt means and attitudes of community-building, which could be useful even in a broader educational environment, and may be a chance to re-evaluate the political potential of literacy. We propose a path for literacy education where the aims are driven by the students’ needs of self-determination and involvement in our society: it is necessary to acquire oral competence in Italian as a second language, to develop the semiotic system of writing, to acquire phonological awareness, to master the use of pencil and paper, to understand what is written all around you. The proposal, rooted in acquisitional linguistics research, is intended to create a safe community environment, fruitful for interaction and learning. The development of this model is possible when the teacher and the students work and play together, and the class becomes a societal structure in which everybody takes part. Literacy classes can therefore become a training ground for democratic participation in society.
{"title":"L’alfabeto con meno parabaleni. Una proposta per un’educazione alla letto-scrittura in italiano L2 con giovani e adulti scarsamente o non alfabetizzati nella L1 e scarsamente o non scolarizzati.","authors":"Federica Rapetti","doi":"10.1285/I22390359V41P181","DOIUrl":"https://doi.org/10.1285/I22390359V41P181","url":null,"abstract":"The systems for hospitality and social inclusion of migrants in Italy offer a privileged point of view for debating about language education policies. The challenge of literacy education and second language learning for young people and adults who are illiterate or scarcely literate and uneducated or scarcely educated requires thinking accurately about the impact one’s actions have in the pre-A1 level classes. The specific needs of asylum seekers and refugees may lead teachers to adopt means and attitudes of community-building, which could be useful even in a broader educational environment, and may be a chance to re-evaluate the political potential of literacy. We propose a path for literacy education where the aims are driven by the students’ needs of self-determination and involvement in our society: it is necessary to acquire oral competence in Italian as a second language, to develop the semiotic system of writing, to acquire phonological awareness, to master the use of pencil and paper, to understand what is written all around you. The proposal, rooted in acquisitional linguistics research, is intended to create a safe community environment, fruitful for interaction and learning. The development of this model is possible when the teacher and the students work and play together, and the class becomes a societal structure in which everybody takes part. Literacy classes can therefore become a training ground for democratic participation in society.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"30 1","pages":"181-197"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73874211","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 is a complex notion that cannot be reduced to a dichotomy (literate / non-literate). In this paper we discuss the notion of literacy and we distinguish it from the Italian term alfabetizzazione , which is more based on schooling and reveals to be only partially reliable. We consider various national and international surveys which have been developed to measure the levels of literacy in world population so that results can be now compared and correlated with other development factors. The analysis of international surveys is the necessary milestone for increasing and improving educational policies in the world. In international surveys of this century, Italy has ranked among the states with the lowest literacy rates. It is, therefore, necessary to start from this framework and from the worrying persistence of adult functional illiterates in Italy to renew the commitment of the institutions in order to promote and increase literacy in our country.
{"title":"Alfabetizzazione e literacy: un’introduzione","authors":"G. Fiorentino","doi":"10.1285/I22390359V41P7","DOIUrl":"https://doi.org/10.1285/I22390359V41P7","url":null,"abstract":"Literacy is a complex notion that cannot be reduced to a dichotomy (literate / non-literate). In this paper we discuss the notion of literacy and we distinguish it from the Italian term alfabetizzazione , which is more based on schooling and reveals to be only partially reliable. We consider various national and international surveys which have been developed to measure the levels of literacy in world population so that results can be now compared and correlated with other development factors. The analysis of international surveys is the necessary milestone for increasing and improving educational policies in the world. In international surveys of this century, Italy has ranked among the states with the lowest literacy rates. It is, therefore, necessary to start from this framework and from the worrying persistence of adult functional illiterates in Italy to renew the commitment of the institutions in order to promote and increase literacy in our country.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"6 1","pages":"7-27"},"PeriodicalIF":0.0,"publicationDate":"2021-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83567742","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}
The functional alphabetical competence and the competence in the matter of citizenship are closely interconnected in the training of the young person: their close functional link is well expressed and well-argued by the Recommendations of the Council of the European Union (in particular from that of 2018) within the general framework of key competences for learning, but in reality it occupies a strand of western thought that goes back so far as to be considered traditional, and takes up ideas and proposals advanced in the last half century mainly by Tullio De Mauro, through the principles of democratic linguistic education. The current cultural climate brings to the fore the link between language and citizenship and outlines a framework of educational obligations which the school cannot escape. But an examination of the limits and difficulties of the Italian school leads to downsizing the most advanced objectives, while aiming to respect the basic objectives indicated by the Council of the European Union. In conclusion, we propose a Decalogue of operational choices that take into account both the essential objectives that cannot be renounced and the current difficulties of the Italian school.
{"title":"Scuola e alfabetizzazione in Italia. Caratteri e limiti di una correlazione spuria","authors":"A. Sobrero","doi":"10.1285/I22390359V41P29","DOIUrl":"https://doi.org/10.1285/I22390359V41P29","url":null,"abstract":"The functional alphabetical competence and the competence in the matter of citizenship are closely interconnected in the training of the young person: their close functional link is well expressed and well-argued by the Recommendations of the Council of the European Union (in particular from that of 2018) within the general framework of key competences for learning, but in reality it occupies a strand of western thought that goes back so far as to be considered traditional, and takes up ideas and proposals advanced in the last half century mainly by Tullio De Mauro, through the principles of democratic linguistic education. The current cultural climate brings to the fore the link between language and citizenship and outlines a framework of educational obligations which the school cannot escape. But an examination of the limits and difficulties of the Italian school leads to downsizing the most advanced objectives, while aiming to respect the basic objectives indicated by the Council of the European Union. In conclusion, we propose a Decalogue of operational choices that take into account both the essential objectives that cannot be renounced and the current difficulties of the Italian school.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"28 1","pages":"29-48"},"PeriodicalIF":0.0,"publicationDate":"2021-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80005870","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 : 2020-12-29DOI: 10.1285/I22390359V40P405
F. Bianchi
{"title":"Part 6 - Specialised Discourse in the Teaching and Learning Practice","authors":"F. Bianchi","doi":"10.1285/I22390359V40P405","DOIUrl":"https://doi.org/10.1285/I22390359V40P405","url":null,"abstract":"","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"75 1","pages":"405-406"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83821685","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}
This book collects academic works focusing on scientific and technical discourse and on the ways in which this type of discourse appears in or is shaped by multimedia products. The originality of this book is to be seen in the variety of approaches used and of the specialised languages investigated in relation to multimodal and multimedia genres. Contributions will particularly focus on new multimodal or multimedia forms of specialised discourse (in institutional, academic, technical, scientific, social or popular settings), linguistic features of specialised discourse in multimodal or multimedia genres, the popularisation of specialised knowledge in multimodal or multimedia genres, the impact of multimodality and multimediality on the construction of scientific and technical discourse, the impact of multimodality/multimediality in the practice and teaching of language, the impact of multimodality/multimediality in the practice and teaching of translation, new multimedia modes of knowledge dissemination, the translation/adaptation of scientific discourse in multimedia products. This volume contributes to the theory and practice of multimodal studies and translation, with a specific focus on specialized discourse.
{"title":"Specialised Languages and Multimedia. Linguistic and Cross-Cultural Issues","authors":"Elena Manca, F. Bianchi","doi":"10.1285/I22390359V40","DOIUrl":"https://doi.org/10.1285/I22390359V40","url":null,"abstract":"This book collects academic works focusing on scientific and technical discourse and on the ways in which this type of discourse appears in or is shaped by multimedia products. The originality of this book is to be seen in the variety of approaches used and of the specialised languages investigated in relation to multimodal and multimedia genres. Contributions will particularly focus on new multimodal or multimedia forms of specialised discourse (in institutional, academic, technical, scientific, social or popular settings), linguistic features of specialised discourse in multimodal or multimedia genres, the popularisation of specialised knowledge in multimodal or multimedia genres, the impact of multimodality and multimediality on the construction of scientific and technical discourse, the impact of multimodality/multimediality in the practice and teaching of language, the impact of multimodality/multimediality in the practice and teaching of translation, new multimedia modes of knowledge dissemination, the translation/adaptation of scientific discourse in multimedia products. This volume contributes to the theory and practice of multimodal studies and translation, with a specific focus on specialized discourse.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":"143 1","pages":"1-474"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78880199","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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