Cross-Media Languages Applied Research, Digital Tools and Methodologies,, 2023
(EN) The evaluation of competences in intercomprehensive teaching has been the subject of great i... more (EN) The evaluation of competences in intercomprehensive teaching has been the subject of great interest. So far, less attention has been paid to the assessment of the teacher's language teaching skills in a multilingual context. Following up previous studies in this field, the aim of this paper is to verify, through a selection of descriptors (REFDIC, DigCompEdu, CEFR-Companion Volume), whether the practice of online interaction also develops in participants skills related to the management of online interaction for specific purposes.
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Papers by Paola Celentin
Nell'articolo si presenteranno questo tipo di attività, dette "ponte", e si proporrà una esemplificazione didattica nell'ambito dell'insegnamento dell'italiano a stranieri.
L2 learning and identity re-construction processes: analysis of eva hoffman’s sociolinguistic autobiography
The present paper analyzes the novel by Eva Hoffman Lost in translation, translated into Italian in 1996 by Donzelli with the title Come si dice and republished in 2021 by Erickson with the title La lingua del tempo. After exploring the poles of language and cultural identity, understood one as a tool and the other one as a relationship, the paper investigates the trajectory of second language learning (American English) by the author, examining the role of the language learning in the re-construction of her identity in migration. The results of the analysis can be useful in particular for those who work in multilingual contexts, both to decentralize their point of view with respect to the stereotypes and prejudices sometimes associated with second language learning in a migratory context, and to understand the complexity of the variables that determine the re-construction of the linguistic identity of all learners.
The professional development of the inclusive language educator through observation and self-observation: a tool within sight
This contribution aims to emphasize the role of observation as a key tool for the training of the inclusive language educator seen as a reflective professional. After a brief examination of the importance of observation in teacher training and its perception by teachers, the term “observation” is introduced, related to the Italian school context and linked to the dimension of reflection, through a review of the literature on the subject. We then move on to deepen the observational dimension, seen as the competence of the teacher expressed not only towards the outside but also (and perhaps above all) in a practice of self-observation that becomes a detailed push towards an effective didactic action. The contribution concludes with a proposal for a (self-)training path focused on reflection and deconstruction.
necessità per i docenti di strutturare l’osservazione della classe per comprendere le dinamiche che si innescano.
In spring 2022, two newly arrived Ukrainian students were admitted to an Italian secondary school. Throughout the inclusion process, plurilingualism was a valuable resource in promoting relationship
building and providing learning support. To nurture their awareness as the experience unfolded, the two students were encouraged to complete the AIE (Autobiography of Intercultural Encounters). The introduction of this and other tools called attention to the need for teachers to structure class
observation in order to understand the dynamics involved.
This article presents the cross-curricular project “Poesia Plurilinge” (“Plurilingual Poetry”), which was carried out with two 2nd-year classes in a linguistic secondary school during the 2022/23 school year. This poetry project aimed to increase students’ motivation while enhancing their linguistic repertoire and their ability to use subject-specific content for personal expression. The project culminated in the creation of a plurilingual poetry collection.