Incontri. Rivista europea di studi italiani

Una fine rimandata

Natalie Dupré — 2022-09-05

Patronage outside the Medici Court

Jan L. de Jong — 2022-08-22

Review of: K.D. Botke & H.T. van Veen (eds.), A Cultural Symbiosis. Patrician Art Patronage and Medicean Cultural Politics in Florence (1530-1610), Leuven, Leuven University Press, 2021, p. 320, ISBN 9789462702967, € 59.50.

Praktische informatie en niet-te-missen attracties

Jan L. de Jong — 2022-05-07

Bespreking van: José van der Helm, Roos Hamelink en Geertje Wilmsen (eds.), Delitiae Italiae. Een reis door het zeventiende-eeuwse Italië, Hilversum, Verloren, 2021, p. 264, ISBN 9789087049225, € 35.

L’educazione delle donne nella letteratura dell’Ottocento

Veronica Vegna — 2022-08-22

Recensione di: Cosetta Seno (ed.), Modelli educativi nella letteratura per le ragazze nell’Ottocento. «Il lettore di provincia», num. 153, luglio/dicembre 2019, Ravenna, Longo Editore, 2020, 123 p., ISBN: 9788893500470, € 25.

Alla ricerca di un ‘altro’, un ‘vero’, Calvino

Ulla Musarra-Schrøder — 2022-08-22

Review of: A. Baldi, The Author in Criticism. Calvino's Authorial Image in Italy, the United States, and the United Kingdom, Fairleigh Dickinson University Press, 2020, p. 296, ISBN 9781683931911, € 114.55.

La rappresentazione della violenza di genere tra giornalismo e letteratura

Luciano Parisi — 2022-08-22

Recensione di: Nicoletta Mandolini, Representations of Lethal Gender-Based Violence in Italy between Journalism and Literature, Londra, Routledge, 2022, X + 123 p., ISBN: 9780367636975, £ 35,99.

Introduzione

Pierangela Diadori — 2022-08-24

Introduzione alla sezione tematica curata da Linda Badan, Claudia Crocco e Alessandro Greco

Fenomeni di transfer nell’italiano L3 di nederlandofoni

Linda Badan — 2022-08-29

Transfer phenomena in Italian L3 by Dutch-speaking learners Consequences for didactics

The present study investigates some aspects of the learning process of Italian as an L3 by two groups of multilingual learners. In particular, through the examination of the learners’ cross-linguistic transfer occurrences we reflect on the didactic consequences of working with learners mastering several L2s. The results suggest that the learning process can be influenced by and adapted to the learners’ linguistic repertoire. Specifically, teachers can play an essential role facilitating the learning process of an L3: through actively promoting the development of metalinguistic awareness and metacognitive skills in their students, knowledge already acquired in other languages can be used to assist the learning of an L3.

L’uso delle costruzioni marcate nel teacher talk dell’insegnante di italiano L2 del Belgio francofono

Alessandro Greco — 2022-08-28

The use of marked structures in the teacher talk of the Italian as L2 teacher in Francophone Belgium

The aim of this article is to present and discuss the first results of a research study on the teacher talk (TT) for Italian as foreign language (IL2) teachers in Belgium. In particular, data from the pilot corpus of the study, conducted in the French-speaking area of the country, are analysed. The TT is examined from a morphosyntactic point of view, in order to track the presence or absence of some spoken features typical of neo-standard Italian: the marked constructions, i.e. structures that present modifications of the canonical order of the subject-verb-object (SVO) elements, to respond to pragmatic communication goals. TT features could be an indicator of the structure and specificity of the teachers' spoken Italian, and at the same time provide information on their linguistic and cultural identity. IL2 teachers in Francophone Belgium are in fact mostly of Italian origin. This suggests that their TT is probably influenced by their socio-biographic profile as well as their linguistic repertoire.

Acquisire e insegnare l’italiano in un contesto minoritario

Ruth Videsott — 2022-08-29

Learning and teaching Italian in a minority context: the example of the Ladin valleys

This paper aims at reflecting on the acquisition and teaching of Italian as a second language in the minority context of the Ladin valleys in South Tyrol. Since this area is characterized by a historical multilingualism and consequently by an important presence of Italian and German, Ladin children grow up in a multilingual setting, where Italian can be L1 or is learned through the social and institutional context as L2. Moving from the project AcuiLad, which examines first and multilingual acquisition processes at kindergarten age in the Ladin valleys in South Tyrol, four case studies of Italian conversations by Ladin children aged 3 to 6 will be presented. This analysis shows that the main morphological characteristics of Italian are acquired before entering school. The interference of the L1, Ladin in this case, can be mostly observed on the lexical level and in minor way on the morphological one. In terms of language teaching, this could mean in Ladin schools more situations of integrated linguistic education could be foreseen, especially for grammatical contents, since the grammatical competences are more or less the same for Italian, German and Ladin.

Lingue di eredità a Napoli

Margherita Di Salvo — 2022-08-29

Heritage languages in Naples

This paper focuses on heritage languages in Naples (Italy). It discusses two different case studies (one Italian higher school and one Center for adult migrants) in order to individuate some possible external factors capable of having an impact on language maintenance and shift. It describes the functions of the heritage languages, Italian and Italian dialects have in schools, families and social networks for migrants of different generations and cultural origins.

Elicitazioni plurilingui nella classe d’italiano LS a Malta

Sandro Caruana — 2022-08-24

Plurilingual elicitations in Italian for foreigners’ classrooms in Malta

Through elicitation teachers involve learners in the process of discovering language and they use various means in order to do so: these include verbal cues (paraphrasing, questioning etc.) and non-verbal ones (pictures, gestures etc.). In this paper I refer to data collected in the Italian language classroom in Malta, in a small-scale study based on twelve lessons, carried out by three different trilingual (Maltese/English/Italian) teachers. Learners are 13-14 year-old Maltese nationals. In my analysis I present information related to the way teachers use elicitation in order to encourage their learners to produce vocabulary and simple sentences in Italian. Examples are provided to illustrate exchanges in which using learners’ language prior competences is a pedagogically-valid strategy. Data reveal that teachers resort to various elicitation techniques, and that they rely heavily on their plurilingualism. This indicates that teaching a foreign language in a bilingual context lends itself to situations wherein elicitation occurs by resorting to learners’ L1 and to their knowledge of other languages.

L’uso delle strategie di trasparenza nella comunicazione dei docenti plurilingui

Elena Monami — 2022-08-24

The use of transparency strategies in the communication of plurilingual teachers

The aim of this article is to present and discuss the nature and role of transparency strategies in the communication of plurilingual teachers in classes of Italian as a foreign language. Our research questions intend to deepen two key concepts strictly connected to teacher talk:

What are the most used transparency strategies by plurilingual teachers of Italian as a foreign language?
What is the frequency of use of such transparency strategies in relation to CEFR competence levels?

Our quantitative and qualitative analysis is data-driven and is based on the CLODIS corpus (oral language of teachers of Italian for foreigners), which collects interactions in over 150 L2 Italian classes and represents a link between theoretical study and its teaching applications.

Parole e gesti dell’insegnante nell’ora di italiano a stranieri (e non solo)La nozione di continuum contestuale

Claudio Nobili — 2022-08-24

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.

In Memoriam Laura Schram-Pighi (1930-2022)

Harald Hendrix — 2022-08-29