Incontri. Rivista europea di studi italiani <p>Since 1985, <em>Incontri. Rivista europea di Studi Italiani</em> has been an international forum for academic publications related to Italian history and culture. As an interdisciplinary journal, <em>Incontri</em> publishes both academic research in various fields (history, literature, linguistics, philosophy, art history, music, cinema and theatre etc.) and contributions that cross the boundaries of traditional Humanities disciplines.</p> <p><em>Incontri</em> is the journal of the<a title="wis" href=""> Werkgroep Italië Studies</a> (WIS), an Italian Studies workgroup based in the Dutch and Flemish academic research community.</p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <p>a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p>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.</p> (Emma Grootveld) (openjournals) Mon, 22 Aug 2022 00:00:00 +0200 OJS 60 Introduzione <p>Introduzione alla sezione tematica curata da Linda Badan, Claudia Crocco e Alessandro Greco</p> Pierangela Diadori Copyright (c) 2022 Pierangela Diadori Wed, 24 Aug 2022 00:00:00 +0200 Fenomeni di transfer nell’italiano L3 di nederlandofoni <p><strong>Transfer phenomena in Italian L3 by Dutch-speaking learners </strong>Consequences for didactics</p> <p>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. </p> Linda Badan, Irene Cenni, Giuliano Izzo Copyright (c) 2022 Linda Badan, Irene Cenni, Giuliano Izzo Mon, 29 Aug 2022 00:00:00 +0200 L’uso delle costruzioni marcate nel teacher talk dell’insegnante di italiano L2 del Belgio francofono <p><strong>The use of marked structures in the teacher talk of the Italian as L2 teacher in </strong><strong>Francophone</strong><strong> Belgium</strong></p> <p>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.</p> Alessandro Greco Copyright (c) 2022 Alessandro Greco Sun, 28 Aug 2022 00:00:00 +0200 Acquisire e insegnare l’italiano in un contesto minoritario <p><strong>Learning and teaching Italian in a minority context: the example of the Ladin valleys </strong></p> <p>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 <em>AcuiLad</em>, 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. </p> Ruth Videsott Copyright (c) 2022 Ruth Videsott Mon, 29 Aug 2022 00:00:00 +0200 Lingue di eredità a Napoli <p><strong>Heritage languages in Naples</strong></p> <p>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 <em>heritage languages,</em> Italian and Italian dialects have in schools, families and social networks for migrants of different generations and cultural origins.</p> Margherita Di Salvo Copyright (c) 2022 Inge Lanslots Mon, 29 Aug 2022 00:00:00 +0200 Elicitazioni plurilingui nella classe d’italiano LS a Malta <p><strong>Plurilingual elicitations in Italian for foreigners’ classrooms in Malta</strong></p> <p>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.</p> Sandro Caruana , Krystle Fenech Copyright (c) 2022 Sandro Caruana , Krystle Fenech Wed, 24 Aug 2022 00:00:00 +0200 L’uso delle strategie di trasparenza nella comunicazione dei docenti plurilingui <p><strong>The use of transparency strategies in the communication of plurilingual teachers</strong></p> <p>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:</p> <ol> <li>What are the most used transparency strategies by plurilingual teachers of Italian as a foreign language?</li> <li>What is the frequency of use of such transparency strategies in relation to CEFR competence levels?</li> </ol> <p>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.</p> Elena Monami Copyright (c) 2022 Elena Monami Wed, 24 Aug 2022 00:00:00 +0200 Parole e gesti dell’insegnante nell’ora di italiano a stranieri (e non solo)La nozione di continuum contestuale <p><strong>Teacher’s words and gestures in didactics of Italian to foreigners</strong></p> <p><strong>(and not only)</strong></p> <p>The notion of contextual <em>continuum</em></p> <p>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 <em>continuum</em>” 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 <em>not</em> the classroom. More specifically, in a laboratory context gestures appear significantly simplified and reduced.</p> Claudio Nobili Copyright (c) 2022 Claudio Nobili Wed, 24 Aug 2022 00:00:00 +0200 In Memoriam Laura Schram-Pighi (1930-2022) Harald Hendrix Copyright (c) 2022 Inge Lanslots; Harald Hendrix Mon, 29 Aug 2022 00:00:00 +0200 Una fine rimandata Natalie Dupré; Inge Lanslots Copyright (c) 2022 Natalie Dupré; Inge Lanslots Mon, 05 Sep 2022 00:00:00 +0200 Patronage outside the Medici Court <p>Review of: K.D. Botke &amp; H.T. van Veen (eds.), <em>A Cultural Symbiosis. Patrician Art Patronage and Medicean Cultural Politics in Florence (1530-1610)</em>, Leuven, Leuven University Press, 2021, p. 320, ISBN 9789462702967, € 59.50.</p> Jan L. de Jong Copyright (c) 2022 Jan L. de Jong Mon, 22 Aug 2022 00:00:00 +0200 Praktische informatie en niet-te-missen attracties <p>Bespreking van: José van der Helm, Roos Hamelink en Geertje Wilmsen (eds.), <em>Delitiae Italiae. Een reis door het zeventiende-eeuwse Italië</em>, Hilversum, Verloren, 2021, p. 264, ISBN 9789087049225, €&nbsp;35.</p> <p>&nbsp;</p> Jan L. de Jong Copyright (c) 2022 Jan L. de Jong Sat, 07 May 2022 00:00:00 +0200 L’educazione delle donne nella letteratura dell’Ottocento <p>Recensione di: Cosetta Seno (ed.), <em>Modelli educativi nella letteratura per le ragazze nell’Ottocento.</em> <em>«Il lettore di provincia», num. 153, luglio/dicembre 2019,</em> Ravenna, Longo Editore, 2020, 123 p., ISBN: 9788893500470, € 25.</p> Veronica Vegna Copyright (c) 2022 Veronica Vegna Mon, 22 Aug 2022 00:00:00 +0200 Alla ricerca di un ‘altro’, un ‘vero’, Calvino <p>Review of: A. Baldi, <em>The Author in Criticism. </em><em>Calvino's Authorial Image in Italy, the United States, and the United Kingdom</em>, Fairleigh Dickinson University Press, 2020, p. 296, ISBN 9781683931911, € 114.55.</p> Ulla Musarra-Schrøder Copyright (c) 2022 Ulla Musarra-Schrøder Mon, 22 Aug 2022 00:00:00 +0200 La rappresentazione della violenza di genere tra giornalismo e letteratura <p>Recensione di: Nicoletta Mandolini, <em>Representations of Lethal Gender-Based Violence in Italy between Journalism and Literature</em>, Londra, Routledge, 2022, X + 123 p., ISBN: 9780367636975, £ 35,99.</p> Luciano Parisi Copyright (c) 2022 Luciano Parisi Mon, 22 Aug 2022 00:00:00 +0200