Search results for " didattica delle lingue"

Musica: Lingua Mundi

2005

“The man that hath no music in himself, nor is not mov’d with concord of sweet sounds, is fit for treasons, stratagems, and spoils; the motions of his spirit are dull as night, and his affections dark as Erebus. Let not such man be trusted”: this is what one can read in Shakespeare’s play The Merchant of Venice. That music has always been an essential part of human life is beyond question and that man, at the origin of his existence, first sang before speaking is a view which most men hold. Music has been often associated with emotions and language, and most scholars and linguists agree that language stems from music, and that music is a primordial and archaic language used by primitive men…

CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study

2020

This article intends to explore the relationship between CLIL and literary education by considering the results of a case study involving the teaching of foreign literatures from an intercultural perspective in Italian secondary schools. In the first part we introduce a model of literary and intercultural communicative competence and in the second part we present a case study implemented in three secondary schools in Northern Italy. A qualitative research design was implemented and data were collected through interviews with teachers and questionnaires answered by students. The results revealed that while teachers focus on the intercultural dimension of literature only in terms of the expan…

Ferroni, Roberta / Birello, Marilisa La competenza discorsiva ed interazionale. A lezione di lingua straniera, Aracne, 2020, 368 pp.

2022

Sperimentazioni di riflessione linguistica in classi multilingui

2017

“Sperimentazioni di riflessione linguistica in classi multilingui” L’insegnante di italiano L2 nelle classi plurilingui si confronta con il problema della compresenza di apprendenti con lingue diverse, anche tipologicamente molto distanti dall’italiano, di cui l’insegnante non può avere competenza. Ciò pone di fronte a due ordini di sfide: a) recuperare competenze nella L1 degli apprendenti che possano agevolare il processo di apprendimento nella L2; b) sperimentare modi per sviluppare una riflessione metalinguistica che porti a recuperare il common core di conoscenze condivise legate alle categorie nozionali che stanno alla base delle differenziazioni funzionali e formali del sistema gramm…

Riflessione nell’azione e riflessione sull’azione

2013

Inglese con la LIM alla scuola primaria

2012

In questo libro gli insegnanti troveranno le riflessioni di esperti di applicazioni delle nuove tecnologie nell’ambito della didattica dell’inglese come L2 e tre moduli didattici per la scuola primaria. Il volume fa parte della collana «CLIM (Classe Interattiva Multimediale)», che mette a disposizione degli insegnanti della scuola primaria e della secondaria di primo grado gli studi e gli strumenti più aggiornati sulla didattica con la Lavagna Interattiva Multimediale (LIM) e, più in generale, con le nuove tecnologie. L’obiettivo è di far acquisire le competenze teoriche e pratiche per introdurre in aula i dispositivi didattici digitali — primo fra tutti la Lavagna Interattiva Multimediale …

Grammatica a coppie. Proposta per una didattica della sintassi

2016

Situated Language Learning Methods: a cross-sectional study on General Teaching and Language teaching

2018

Language teaching bases its theoretical and methodological framework on an axiom: object and teaching tool coincide in the target language. There follows that active learning is the key to efficacious linguistic knowledge as well as to transferable learning from a specific disciplinary context to a general one. This perspective is in tune with the educational claims and the learning aims fixed by the EAS teaching model, according to which learning is mediated by action and by the learner’s ability to simulate real life situations within classroom The present study means to start up an epistemological reflection moving from the comparison between language teaching and general teaching with r…

LET'S PLAY INTO THE ENGLISH CLASSROOM.

2015

The role of playing as an extremely effective teaching tool with learners at every age has been already well acknowledged by authors from all over the world. In the FL classroom the fundamental characteristic of the gaming approach is the turn over of the perspective that not only emphasizes the affective relationship that occurs between teacher and student in the teaching/learning process, but also underlines the centrality of the learner as the main actor in the learning process. Games in the classroom help create communicative and significant learning environments where attention to individuals or to special education needs, respect of the rules, cooperation, solidarity, overcoming of di…

FLIPPING THE ESL CLASSROOM.STRATEGIES FOR COMMUNICATION AND INCLUSION

2015

One of the most interesting and recent teaching approach that is attracting insistently both academic and teaching environments, is the Flipped Classroom, or Inverted Classroom. The class, where there is a turning over of the activities with the purpose of making both lessons and individual study more interesting and productive is “flipped”. This approach is fundamentally based on three issues: 1) a conscious use of technologies for learning/teaching purposes, 2) a revision of learning times, 3) the importance of the educational relationship. The flipped is also an answer to the teacher's aim to solve problems related to the learning process, that means, to create the best condition through…