• La comprensione della lingua seconda. L’italiano quale materia opzionale nelle scuole croate dell’istroquarnerino

    Author: Lorena Lazarić
    E-mail: llazaric@unipu.hr
    Institution: Università Juraj Dobrila di Pola
    Author: Rita Scotti Jurić
    E-mail: rscotti@unipu.hr
    Institution: Università Juraj Dobrila di Pola
    Year of publication: 2018
    Source: Show
    Pages: 231-245
    DOI Address: https://doi.org/10.15804/IW.2018.09.12
    PDF: iw/09_1/iw9112.pdf

    Second-Language Comprehension: Italian as an Optional Language Course in Croatian Schools in Istria and Kvarner

    From a cognitive point of view, teaching to understand means teaching to activate in the most efficient way the “expectancy grammar” in order to achieve the capacity to grasp and link the logical thread that links up speech. This article evaluates level A1 of the receptive abilities in three stages of learning Italian as an optional language. The choice to analyse the same level of linguistic competence was dictated by the hypothesis that the Italian language teaching in Croatian educational tends to contain only the basic competencies. This fact could be influenced by the changes in the demographic structure of the population in the area of Istria and Kvarner, which, due to the constant flux of the population, have a negative impact on the indigenous Italian population. In the article, we will analyse a complex corpus of the comparative data (that includes 1 051 participants) which resulted from the analysis of reading and listening and is based on the level of study and the sex of the interviewees.

  • Viaggi di immagini e parole. La didattica dell’italiano nella scuola primaria con gli albi illustrati e i silent books

    Author: Simone Fornara
    E-mail: simone.fornara@supsi.ch
    Institution: University of Applied Sciences and Arts of Southern Switzerland
    Year of publication: 2017
    Source: Show
    Pages: 65-83
    DOI Address: https://doi.org/10.15804/IW.2017.08.04
    PDF: iw/08_1/iw8104.pdf

    Journeys of Pictures and Words: Teaching the Italian Language in Primary School with Picturebooks and Silent Books

    Picturebooks (and silent books, with images only and without words) are children’s books commonly considered suitable only for young children of pre-school age or in the earliest years of schooling. For this reason, picturebooks are mostly neglected in teaching in higher educational stages. Nevertheless, the educational potential of picturebooks is considerable, especially in the later years of primary school. For example, in Italian language teaching, they can be extraordinary tools for planning didactic projects that allow instructors to integrate the teaching/learning of all linguistic skills and of metalinguistic reflection, which are the main elements in the curricula related to Italian language teaching in Italian-speaking countries and contexts.
    The article aims to show the validity of the above claim by establishing a possible classification of picturebooks into six distinct types and by describing some didactic projects and activities developed in primary schools in Canton Ticino (Italian Switzerland). Focusing on the pleasure of reading engaging stories and on motivation, picturebooks enable teachers to pursue ambitious and challenging goals, such as creating one or more new picturebooks inspired by the one read initially or transposing a picturebook into a theatre script. At the same time, picturebooks enable students to develop their speaking, listening, reading, and writing skills.

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