Pub Date : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/007
Paolo Nitti
Baldo, G. (2019). Italiano per stranieri. Semplificare, facilitare, adattare manuali scolastici disciplinari. Alessandria: Edizioni dell’Orso, pp. 168.
Baldo, G. (2019).外国人意大利语。简化、便利、改编学科教科书。亚历山大：Edizioni dell'Orso 出版社，第 168 页。
{"title":"Gianluca Baldo, Italiano per stranieri. Semplificare, facilitare, adattare manuali scolastici disciplinari","authors":"Paolo Nitti","doi":"10.30687/elle/2280-6792/2023/03/007","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/007","url":null,"abstract":"Baldo, G. (2019). Italiano per stranieri. Semplificare, facilitare, adattare manuali scolastici disciplinari. Alessandria: Edizioni dell’Orso, pp. 168.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181774","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/003
Alice Azzalini
Critical thinking is becoming one of the basic foundations of modern teaching and learning: it implies not only complex (meta)cognitive abilities able to forge one’s personality, but it can be applied as a key-method during English classes in both receptive and productive skills. In addition, it has been confirmed that verbally gifted students show a high ability of thinking critically: an essential ingredient that, together with a strong questioning and reasoning attitude, can enrich traditional lessons conveying innovative ideas and supported argumentations, investigating facts and theories, nurturing personal criticism. For all these reasons, critical thinking applied to inclusive language learning could be a way to raise language teaching to higher levels, giving each student the possibility of becoming a consciuous builder of her/his own knowledge, and not merely a simple receiver.
{"title":"Critical Thinking, Questioning and Reasoning as Inclusive Teaching Methods for English Language Learning with Gifted Students","authors":"Alice Azzalini","doi":"10.30687/elle/2280-6792/2023/03/003","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/003","url":null,"abstract":"Critical thinking is becoming one of the basic foundations of modern teaching and learning: it implies not only complex (meta)cognitive abilities able to forge one’s personality, but it can be applied as a key-method during English classes in both receptive and productive skills. In addition, it has been confirmed that verbally gifted students show a high ability of thinking critically: an essential ingredient that, together with a strong questioning and reasoning attitude, can enrich traditional lessons conveying innovative ideas and supported argumentations, investigating facts and theories, nurturing personal criticism. For all these reasons, critical thinking applied to inclusive language learning could be a way to raise language teaching to higher levels, giving each student the possibility of becoming a consciuous builder of her/his own knowledge, and not merely a simple receiver.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"25 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181752","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/002
Anna Maria De Bartolo
The study centres around the idea that English is a global lingua franca for intercultural communication among multilingual speakers. Drawing on relevant literature in the field, the paper will highlight the intercultural and transcultural nature of English used as a multilingua franca (EMF). In particular, the study will explore learners’ attitudes with the purpose to identify how learners perceive the complex relation between culture and language and the factors which may affect intercultural communication through English. The study will analyse two sample groups. The first group is composed of students belonging to different first language backgrounds, mainly non-native speakers of English studying in an Italian university. The second group is composed of both native and non-native English speakers studying in the US and Canada. An online link to a questionnaire was sent via email to all participants and was used as a research instrument to collect quantitative data. It is highlighted that English used in multilingual settings cannot be analysed as a static and bounded entity with precise boundaries. On the contrary, English has transcended boundaries, in a fluid, dynamic and flexible process where borders are fuzzy and blurred and languages do not reflect well-defined national cultures. Therefore, it is suggested that language teaching practices should incorporate intercultural/transcultural oriented issues to provide learners with a more comprehensive knowledge of the multifaceted global English world and encourage a richer cultural and linguistic experience.
{"title":"From Intercultural to Transcultural Communication: ELF in Multilingual Settings","authors":"Anna Maria De Bartolo","doi":"10.30687/elle/2280-6792/2023/03/002","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/002","url":null,"abstract":"The study centres around the idea that English is a global lingua franca for intercultural communication among multilingual speakers. Drawing on relevant literature in the field, the paper will highlight the intercultural and transcultural nature of English used as a multilingua franca (EMF). In particular, the study will explore learners’ attitudes with the purpose to identify how learners perceive the complex relation between culture and language and the factors which may affect intercultural communication through English. The study will analyse two sample groups. The first group is composed of students belonging to different first language backgrounds, mainly non-native speakers of English studying in an Italian university. The second group is composed of both native and non-native English speakers studying in the US and Canada. An online link to a questionnaire was sent via email to all participants and was used as a research instrument to collect quantitative data. It is highlighted that English used in multilingual settings cannot be analysed as a static and bounded entity with precise boundaries. On the contrary, English has transcended boundaries, in a fluid, dynamic and flexible process where borders are fuzzy and blurred and languages do not reflect well-defined national cultures. Therefore, it is suggested that language teaching practices should incorporate intercultural/transcultural oriented issues to provide learners with a more comprehensive knowledge of the multifaceted global English world and encourage a richer cultural and linguistic experience.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"413 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181096","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/001
Rosalba Nodari, Duccio Piccardi, S. Calamai
The paper aims at exploring the linguistic aspects of the superdiversity characterizing Italian schools. Data was collected through a questionnaire submitted to 316 middle and high school students from Arezzo and Florence, in Tuscany. Both qualitative and quantitative results are presented, showing the roles of languages and dialects in the lives of the students, as well as the impact of several factors in shaping their attitudes towards accented speech. Overall, this paper promotes the adoption of a granular conceptualization of mobility (the Regionality Index) as a variable representing migratory backgrounds.
{"title":"Lingue conosciute, parlate, percepite. Il punto di vista degli studenti in Toscana","authors":"Rosalba Nodari, Duccio Piccardi, S. Calamai","doi":"10.30687/elle/2280-6792/2023/03/001","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/001","url":null,"abstract":"The paper aims at exploring the linguistic aspects of the superdiversity characterizing Italian schools. Data was collected through a questionnaire submitted to 316 middle and high school students from Arezzo and Florence, in Tuscany. Both qualitative and quantitative results are presented, showing the roles of languages and dialects in the lives of the students, as well as the impact of several factors in shaping their attitudes towards accented speech. Overall, this paper promotes the adoption of a granular conceptualization of mobility (the Regionality Index) as a variable representing migratory backgrounds.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180838","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/004
Maria Antonietta Rossi
This work discusses didactic strategies - based on the Communicative and Competency – based Approach – and the use of authentic materials to promote the Meaningful Learning of Portuguese as Foreign Language in early childhood to stimulate the development of the Intelligence Quotient and the Executive Functions. Considering the contributions of Sociocultural Constructivism and Conversational Pragmatics, we propose playful collaborative activities based on the use of webtools and realia to expose students to authenticity of the language and encourage the zone of proximal development, fundamental in the process of learning a foreign language.
这项工作讨论了基于交际和能力方法的教学策略，以及使用真实材料促进幼儿期葡萄牙语作为外语的有意义学习，以刺激智商和执行功能的发展。考虑到社会文化建构主义（Sociocultural Constructivism）和会话语用学（Conversational Pragmatics）的贡献，我们建议在使用网络工具和真实材料的基础上开展有趣的合作活动，让学生接触到语言的真实性，并鼓励近端发展区（zone of proximal development），这是学习外语过程中的基础。
{"title":"O ensino eficaz do Português como Língua Estrangeira na educação infantil: estratégias comunicativas, mediadores pedagógicos e realia","authors":"Maria Antonietta Rossi","doi":"10.30687/elle/2280-6792/2023/03/004","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/004","url":null,"abstract":"This work discusses didactic strategies - based on the Communicative and Competency – based Approach – and the use of authentic materials to promote the Meaningful Learning of Portuguese as Foreign Language in early childhood to stimulate the development of the Intelligence Quotient and the Executive Functions. Considering the contributions of Sociocultural Constructivism and Conversational Pragmatics, we propose playful collaborative activities based on the use of webtools and realia to expose students to authenticity of the language and encourage the zone of proximal development, fundamental in the process of learning a foreign language.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181618","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/005
Yang Ni
Writing is a social act of construction of meanings, which makes no sense in the absence of a addressee, so it is inherent in a process of negotiation in which the writer is constantly engaged in a dialogue to construct his voice and identity in the production of a text. This paper aims to analyse how Chinese learners of Italian LS construct their voice in the production of a argument essay. Given the specificity of the textual typology, we also focus on how much Chinese textuality can influence the argument structure in LS. The article concludes with some considerations for teaching writing to Chinese students.
{"title":"Insegnare la scrittura ad apprendenti sinofoni: tra voce, identità e testualità","authors":"Yang Ni","doi":"10.30687/elle/2280-6792/2023/03/005","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/005","url":null,"abstract":"Writing is a social act of construction of meanings, which makes no sense in the absence of a addressee, so it is inherent in a process of negotiation in which the writer is constantly engaged in a dialogue to construct his voice and identity in the production of a text. This paper aims to analyse how Chinese learners of Italian LS construct their voice in the production of a argument essay. Given the specificity of the textual typology, we also focus on how much Chinese textuality can influence the argument structure in LS. The article concludes with some considerations for teaching writing to Chinese students.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"32 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180546","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 : 2023-12-13DOI: 10.30687/elle/2280-6792/2023/03/006
C. Macagno
Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.
{"title":"Un repertorio di siti e risorse online per l’apprendimento/insegnamento del russo","authors":"C. Macagno","doi":"10.30687/elle/2280-6792/2023/03/006","DOIUrl":"https://doi.org/10.30687/elle/2280-6792/2023/03/006","url":null,"abstract":"Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.","PeriodicalId":507912,"journal":{"name":"EL.LE","volume":"20 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180743","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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