Parole e gesti dell’insegnante nell’ora di italiano a stranieri (e non solo)La nozione di continuum contestuale
La nozione di continuum contestuale
Teacher’s words and gestures in didactics of Italian to foreigners
(and not only)
The notion of contextual continuum
This paper starts from an extended concept of “plurilingualism” based on plurimodality in communication (i.e. the use of verbal and nonverbal codes in oral discourses). Assuming that plurilingualism and plurimodality are humans’ natural abilities to adapt verbal and nonverbal resources to the interaction, we propose a methodological approach to the study of teacher’s language and hand gestures in the Italian as a foreign language or L2 classroom (even if our conclusion is valid for the general classroom context). Before discussing the approach, in the first part of the paper we present a brief review of the literature on language and gestures for didactic activities in the contexts of Italian as L1/L2 (or as a foreign language). In the second part the approach called “contextual continuum” is introduced and exemplified. Our aim is to demonstrate that Italian (and not Italian) teacher’s language and gestures in the classroom context are relevant if compared with contexts which are progressively not the classroom. More specifically, in a laboratory context gestures appear significantly simplified and reduced.
How to Cite
Copyright (c) 2022 Claudio Nobili
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.