The CEFR’s action-oriented approach, including its concept of the user/learner as a social agent mobilising a plurilingual repertoire, represents a significant development from the communicative approach. The CEFR moves beyond the traditional four skills (spoken and written reception and production) to also include interaction and mediation, opening to a complex vision of the situated and integrated nature of language learning and language use. Advances in research highlight the need to overcome a vision of languages as stable, pure objects existing outside their speakers/users and a reductive view of learning as an internal cognitive process, meant to prepare for later real-life use. These theoretical advances have been flanked by bottom up developments bringing a more dynamic vision of language education that engages more meaningfully with the principles of the CEFR. The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.
{"title":"Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume","authors":"E. Piccardo, B. North, T. Goodier","doi":"10.20368/1971-8829/1612","DOIUrl":"https://doi.org/10.20368/1971-8829/1612","url":null,"abstract":"The CEFR’s action-oriented approach, including its concept of the user/learner as a social agent mobilising a plurilingual repertoire, represents a significant development from the communicative approach. The CEFR moves beyond the traditional four skills (spoken and written reception and production) to also include interaction and mediation, opening to a complex vision of the situated and integrated nature of language learning and language use. Advances in research highlight the need to overcome a vision of languages as stable, pure objects existing outside their speakers/users and a reductive view of learning as an internal cognitive process, meant to prepare for later real-life use. These theoretical advances have been flanked by bottom up developments bringing a more dynamic vision of language education that engages more meaningfully with the principles of the CEFR. \u0000The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90673575","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 currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, the attention to developing students’ intercultural capabilities grows even faster. The school and all the educational agencies must find the most suitable tools to adequately address the complex multiculturalism of the third millennium, so to promote the students’ ability to understand one another across and beyond all types of cultural barriers. This paper offers a reflexive analysis of the efficacy of using autobiographical narratives for enhancing students’ intercultural awareness. Autobiographical narratives have a productive potential as a strategy for stimulating reflexivity about cultural identities and intercultural relations. The Autobiography of Intercultural Encounters (AIE), published by the Council of Europe (2009), is proposed and analyzed as a framework that can help students reflect critically on specific intercultural encounters and promote intercultural communication situations. ‘Intercultural communication’ is today a model that allows all children and young people to recognize and being aware of each other’s identity, as it is oriented towards fostering interaction, dialogue, mutual recognition and enrichment of any individual, in respect of the different identities of the other; it is an approach that offers a forward-looking model for managing cultural and language diversity.
{"title":"Autobiographical Narrative and Intercultural Awareness","authors":"D. Cuccurullo","doi":"10.20368/1971-8829/1593","DOIUrl":"https://doi.org/10.20368/1971-8829/1593","url":null,"abstract":"The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, the attention to developing students’ intercultural capabilities grows even faster. The school and all the educational agencies must find the most suitable tools to adequately address the complex multiculturalism of the third millennium, so to promote the students’ ability to understand one another across and beyond all types of cultural barriers. This paper offers a reflexive analysis of the efficacy of using autobiographical narratives for enhancing students’ intercultural awareness. Autobiographical narratives have a productive potential as a strategy for stimulating reflexivity about cultural identities and intercultural relations. The Autobiography of Intercultural Encounters (AIE), published by the Council of Europe (2009), is proposed and analyzed as a framework that can help students reflect critically on specific intercultural encounters and promote intercultural communication situations. ‘Intercultural communication’ is today a model that allows all children and young people to recognize and being aware of each other’s identity, as it is oriented towards fostering interaction, dialogue, mutual recognition and enrichment of any individual, in respect of the different identities of the other; it is an approach that offers a forward-looking model for managing cultural and language diversity.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83638363","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}
Tim Chen, Diana Auidi, Rim Gouioa, B. Chapron, Cyj Chen, Hoe Wee
Lecture notes provide a gauge for what is important in the textbook. However, taking notes for ELEL (English Language E-Learners) students is not an easy task as ELEL students are unable to communicate fluently or learn effectively in English. In this research, we endeavor to break down the impacts of enlarging Arithmetic Addresses with pre-composed presents on the note taking of ELEL understudies and therefore on the scholarly execution of ELEL understudies. The exploration was directed over a time of four sequential semesters on a Rookie Science subject at the KAU and a blended subjective and quantitative methodology was utilized. The presentation of the new training strategies pondered decidedly the understudies’ execution in resulting tests and dependent on the directed overview, most of the understudies demonstrated the positive effect of being uncovered from the get-go in the address to composed notes without anyone else note taking.
{"title":"New Math Teaching Methodologies for English Language E-Learners Students","authors":"Tim Chen, Diana Auidi, Rim Gouioa, B. Chapron, Cyj Chen, Hoe Wee","doi":"10.20368/1971-8829/1564","DOIUrl":"https://doi.org/10.20368/1971-8829/1564","url":null,"abstract":"Lecture notes provide a gauge for what is important in the textbook. However, taking notes for ELEL (English Language E-Learners) students is not an easy task as ELEL students are unable to communicate fluently or learn effectively in English. In this research, we endeavor to break down the impacts of enlarging Arithmetic Addresses with pre-composed presents on the note taking of ELEL understudies and therefore on the scholarly execution of ELEL understudies. The exploration was directed over a time of four sequential semesters on a Rookie Science subject at the KAU and a blended subjective and quantitative methodology was utilized. The presentation of the new training strategies pondered decidedly the understudies’ execution in resulting tests and dependent on the directed overview, most of the understudies demonstrated the positive effect of being uncovered from the get-go in the address to composed notes without anyone else note taking.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73147984","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 importance of language awareness has been highlighted in the most recent policy document of the European Commission, in response to the disappointing progress of European citizens towards the aim of proficiency in a first language and in two other languages. Language awareness has a long history and many meanings and is well placed to draw together a range of strategies aiming to improve language learning and teaching in European education. This paper argues that the broad scope of language awareness provides both opportunities and challenges for educators and policy makers. It examines the experience of language awareness in the UK and suggests lessons that might be learned from its achievements and from the challenges it encountered. In particular, targeted initiatives will be required to explore the barriers that remain to be overcome, new research will be required, along with the development of tools, strategies and collaborations to extend language awareness into areas where it can bring fresh benefits.
{"title":"Language awareness in a comprehensive approach to language teaching and learning","authors":"M. Kelly","doi":"10.20368/1971-8829/1616","DOIUrl":"https://doi.org/10.20368/1971-8829/1616","url":null,"abstract":"The importance of language awareness has been highlighted in the most recent policy document of the European Commission, in response to the disappointing progress of European citizens towards the aim of proficiency in a first language and in two other languages. Language awareness has a long history and many meanings and is well placed to draw together a range of strategies aiming to improve language learning and teaching in European education. This paper argues that the broad scope of language awareness provides both opportunities and challenges for educators and policy makers. It examines the experience of language awareness in the UK and suggests lessons that might be learned from its achievements and from the challenges it encountered. In particular, targeted initiatives will be required to explore the barriers that remain to be overcome, new research will be required, along with the development of tools, strategies and collaborations to extend language awareness into areas where it can bring fresh benefits.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85209725","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 contribution focuses on online interaction as a new important dimension in the linguistic competence and repertoire of a learner, as highlighted by the Companion Volume to the CEFR. Starting from a quick overview on the theoretical framework related to the main features of the linguistic variety used in digital and multimodal environments and social networks, the paper will focus on the descriptors of online interaction presented in the Companion, referring to the initial consultation process and then to a pilot project carried out by the Italian Ministry of Education in cooperation with INDIRE, involving a school network all over Italy. Some comments from the teachers involved in the projects will be reported and discussed and in particular, an example of project carried out in one of the schools will be highlighted. As a general conclusion, experimenting the descriptors of online interaction turned out to be a very effective way to reflect and become aware of the importance of digital literacy and online communication and interaction in a foreign language, for both teachers and students.
{"title":"Online Interaction in Teaching and Learning a Foreign Language: an Italian Pilot Project on the Companion Volume to the CEFR","authors":"Letizia Cinganotto","doi":"10.20368/1971-8829/1618","DOIUrl":"https://doi.org/10.20368/1971-8829/1618","url":null,"abstract":"The contribution focuses on online interaction as a new important dimension in the linguistic competence and repertoire of a learner, as highlighted by the Companion Volume to the CEFR. Starting from a quick overview on the theoretical framework related to the main features of the linguistic variety used in digital and multimodal environments and social networks, the paper will focus on the descriptors of online interaction presented in the Companion, referring to the initial consultation process and then to a pilot project carried out by the Italian Ministry of Education in cooperation with INDIRE, involving a school network all over Italy. \u0000Some comments from the teachers involved in the projects will be reported and discussed and in particular, an example of project carried out in one of the schools will be highlighted. \u0000As a general conclusion, experimenting the descriptors of online interaction turned out to be a very effective way to reflect and become aware of the importance of digital literacy and online communication and interaction in a foreign language, for both teachers and students.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88988977","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 present paper describes a 12-week content-based course implemented with a class of secondary school students in Italy that aimed to enhance the levels of language ownership and awareness via authentic uses of English. The themes of exclusion and exile – viewed from historical and contemporary standpoints – served as a springboard for class discussions and debates, and inspired the development of collaborative, multimodal final projects shared on Write4Change, an international virtual writing community. After reporting on language attitude and ownership data collected with an entry questionnaire that informed the course design, this paper describes the four phases of the course in detail and presents an overview of ways in which authenticity was embedded within the course. Favorable student responses to the course and its successful implementation, notwithstanding contextual constraints such as limited access to technology, make replication of this course in other learning settings both feasible and worthwhile.
{"title":"Targeting Language Ownership and Awareness with Authentic Uses of English","authors":"J. Aiello","doi":"10.20368/1971-8829/1583","DOIUrl":"https://doi.org/10.20368/1971-8829/1583","url":null,"abstract":"The present paper describes a 12-week content-based course implemented with a class of secondary school students in Italy that aimed to enhance the levels of language ownership and awareness via authentic uses of English. The themes of exclusion and exile – viewed from historical and contemporary standpoints – served as a springboard for class discussions and debates, and inspired the development of collaborative, multimodal final projects shared on Write4Change, an international virtual writing community. After reporting on language attitude and ownership data collected with an entry questionnaire that informed the course design, this paper describes the four phases of the course in detail and presents an overview of ways in which authenticity was embedded within the course. Favorable student responses to the course and its successful implementation, notwithstanding contextual constraints such as limited access to technology, make replication of this course in other learning settings both feasible and worthwhile.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980488","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 paper presents a descriptive study, within the Spanish BIMAP research project, analysing the success factors of the CLIL approach in the teaching of foreign languages. Indeed, the wide dissemination of this methodology points to the world-wide acclaim it has received, so much so that it is currently considered to be one of the best strategies for the promotion of multilingualism. After a brief historical introduction on the origin of this methodology, on changes in the concepts of bilingualism and multilingualism and some underlying psycholinguistic issues which support it, a series of important issues will be covered: the differences between CLIL and other immersion systems, the success factors in CLIL and the criticisms that have been levelled against it. Finally, this work analyses how language and content are integrated in the light of research carried out in the context of history classes.
{"title":"Moving Towards a Revolutionary Change in Multilingual Education: does CLIL live up to the Hype?","authors":"Magdalena Jiménez Naharro","doi":"10.20368/1971-8829/1575","DOIUrl":"https://doi.org/10.20368/1971-8829/1575","url":null,"abstract":"This paper presents a descriptive study, within the Spanish BIMAP research project, analysing the success factors of the CLIL approach in the teaching of foreign languages. Indeed, the wide dissemination of this methodology points to the world-wide acclaim it has received, so much so that it is currently considered to be one of the best strategies for the promotion of multilingualism. After a brief historical introduction on the origin of this methodology, on changes in the concepts of bilingualism and multilingualism and some underlying psycholinguistic issues which support it, a series of important issues will be covered: the differences between CLIL and other immersion systems, the success factors in CLIL and the criticisms that have been levelled against it. Finally, this work analyses how language and content are integrated in the light of research carried out in the context of history classes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74574199","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 article discusses a pilot project that explored the implementation of a virtual environment for the improvement of English pronunciation, funded by the Italian Ministry of Education, University and Research (MIUR) as part of a wider e-learning program for Higher Education. A speech recognition software program, SpeechAce, was embedded within the e-learning course to provide live practice and feedback on pronunciation to 372 undergraduate students at the University of Naples “L’Orientale” in 2016-2017. The project team was composed by Professors of English Oriana Palusci and Katherine E. Russo, who designed and coordinated the project, and e-tutors Jacqueline Aiello and Anna Mongibello, who generated the online course on Moodle and monitored students’ activities. The virtual class was created to foster awareness of English sounds and to practice pronunciation, an area that is often neglected in the Italian education system due to the large number of enrolled students. This paper first describes the project in depth and draws on the quantitative analysis of the students’ performance in combination with authentic online listening input. Then, data collected in pre- and post-program questionnaires are analyzed to examine the impact of participation in the online project on self-perceived pronunciation proficiency and L2 self-confidence, and to unveil participants’ opinions and experiences in this virtual environment.
本文讨论了一个试点项目，该项目探索了虚拟环境的实施，以改善英语发音，该项目由意大利教育、大学和研究部(MIUR)资助，作为高等教育更广泛的电子学习计划的一部分。语音识别软件“speech hace”被嵌入到电子学习课程中，为2016-2017年那不勒斯东方大学的372名本科生提供实时发音练习和反馈。项目团队由英语教授Oriana Palusci和Katherine E. Russo组成，他们负责设计和协调项目，以及在线导师Jacqueline Aiello和Anna Mongibello，他们在Moodle上生成在线课程并监控学生的活动。虚拟课堂的创建是为了培养对英语声音的意识和练习发音，这是意大利教育系统中经常被忽视的一个领域，因为入学学生人数众多。本文首先对该项目进行了深入的描述，并结合真实的在线听力输入对学生的表现进行了定量分析。然后，对项目前和项目后问卷收集的数据进行分析，以检验参与在线项目对自我感知的语音熟练程度和第二语言自信的影响，并揭示参与者在这个虚拟环境中的意见和体验。
{"title":"Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation","authors":"J. Aiello, A. Mongibello","doi":"10.20368/1971-8829/1444","DOIUrl":"https://doi.org/10.20368/1971-8829/1444","url":null,"abstract":"The article discusses a pilot project that explored the implementation of a virtual environment for the improvement of English pronunciation, funded by the Italian Ministry of Education, University and Research (MIUR) as part of a wider e-learning program for Higher Education. A speech recognition software program, SpeechAce, was embedded within the e-learning course to provide live practice and feedback on pronunciation to 372 undergraduate students at the University of Naples “L’Orientale” in 2016-2017. The project team was composed by Professors of English Oriana Palusci and Katherine E. Russo, who designed and coordinated the project, and e-tutors Jacqueline Aiello and Anna Mongibello, who generated the online course on Moodle and monitored students’ activities. The virtual class was created to foster awareness of English sounds and to practice pronunciation, an area that is often neglected in the Italian education system due to the large number of enrolled students. This paper first describes the project in depth and draws on the quantitative analysis of the students’ performance in combination with authentic online listening input. Then, data collected in pre- and post-program questionnaires are analyzed to examine the impact of participation in the online project on self-perceived pronunciation proficiency and L2 self-confidence, and to unveil participants’ opinions and experiences in this virtual environment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74390369","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}
his paper focuses on the problem of class teaching and solutions through classroom action research. The main problem in teaching, namely students are less motivated to learn and therefore their English language skills are still lacking. From these two problems, we carried out several activities ranging from observation, interviews, to teaching in the classroom with the blended learning model, then discussing what had been done to find out the root of the problem. This action research uses the design of “action research spiral structure” advocated by Stringer (2007) which consists of three levels, look, think and act. The results show progress in teaching where students’ summative grades are higher than the minimum requirement of completeness scores. This progress is obtained through transformation in teaching techniques by creating student-centered classes by involving them in class discussions, interacting, and integrating LMS Edmodo into the learning so that it becomes more interesting, interactive, and resourceful.
{"title":"Classroom Action Research in Teaching English for Senior High School Students through Blended Learning in Kendari of Indonesia","authors":"Amri Tanduklangi, Asrun Lio, Alberth","doi":"10.20368/1971-8829/1579","DOIUrl":"https://doi.org/10.20368/1971-8829/1579","url":null,"abstract":"his paper focuses on the problem of class teaching and solutions through classroom action research. The main problem in teaching, namely students are less motivated to learn and therefore their English language skills are still lacking. From these two problems, we carried out several activities ranging from observation, interviews, to teaching in the classroom with the blended learning model, then discussing what had been done to find out the root of the problem. This action research uses the design of “action research spiral structure” advocated by Stringer (2007) which consists of three levels, look, think and act. The results show progress in teaching where students’ summative grades are higher than the minimum requirement of completeness scores. This progress is obtained through transformation in teaching techniques by creating student-centered classes by involving them in class discussions, interacting, and integrating LMS Edmodo into the learning so that it becomes more interesting, interactive, and resourceful.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82296622","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 article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!
{"title":"Learning second language through restaurant menu dish names","authors":"A. Graziano","doi":"10.20368/1971-8829/1567","DOIUrl":"https://doi.org/10.20368/1971-8829/1567","url":null,"abstract":"This article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78842864","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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