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I corsi d’italiano lingua specialistica dell’ambito storico artistico e archeologico costituiscono un settore di nicchia, ma stabile e prestigioso per le scuole di lingue. Per gli studenti universitari di storia dell’arte e archeologia in Germania, imparare l’italiano per motivi di studio è una necessità. La ricerca di dottorato recentemente condotta su un modello di corso di lingua specialistica a livello principianti per questi destinatari, alla quale il presente articolo fa riferimento, ha consentito di indagare i bisogni e descrivere l’utenza, quindi di adattare il corso stesso al profilo degli apprendenti. Ne è risultato un modello di corso flessibile in funzione dei contesti istituzionali nei quali viene offerto e delle competenze sia linguistiche che disciplinari dei suoi destinatari: l’articolo ne offre una descrizione, anche dal punto di vista del sillabo e degli obiettivi di competenza linguistica raggiunti. Dopo aver focalizzato il profilo linguistico e culturale dell’utenza, il contributo si sofferma sull’approccio didattico combinato messo in atto nei corsi, descrive l’ambiente d’apprendimento misto e la partecipazione dell’utenza all’e-learning, soffermandosi infine su alcuni materiali di lavoro: esempi di didattica per compiti, di scaffolding e approcci intercomprensivi. Course design tailored to learner profiles: Italian-LSP courses for students of Art History and Archeology Italian-LSP courses for Art History or Archaeology belong to a stable and prestigious niche for language schools. For undergraduate students of Art History and/or Archeology in Germany, learning Italian for academic purposes is a necessity. PhD research recently carried out on the design of an Italian-LSP course for beginners, which the present article refers to, allowed us to investigate learner needs and describe the target audience, thus tailoring the course itself to the learners’ profiles. The research led to a flexibly designed course that was dependent on the institutional contexts and the linguistic and disciplinary competences of the recipients. This article provides a description for this Italian-LSP course, from the point of view of its syllabus as well as the language skills and the proficiency goals attained. After focusing on the linguistic and cultural profiles of the students, we present the combined didactic approach that was implemented. This blended-learning environment and e-learning activities ultimately deepened work sheets which show examples of task-based activities, scaffolding and intercomprehension approaches., Italiano LinguaDue, V. 12 N. 1 (2020)

The paper introduces the relevance of the Italian language in the discourses of Art History and Archaeology and its properties. Then it focuses on the Learner Needs (LN) of a specific target audience: students of Art History and Archaeology, under- and postgraduates aiming to achieve LSP competence in Italian already as beginners or quasi-beginners. Being these general LN, how far is it possible to satisfy them with an LSP course on discourse relevant aspects in the academy? – The paper gives an answer to this question discussing some outcomes of a PhD research: in this doing, it describes the course design, learners’ profiles and their performances. Finally it suggests a flexible course concept with a main focus on didactics and on refined specific LN.

On-site observations analyzing student-teacher interaction for 50 college classes, matched by level, subject, and teacher's sex, revealed no difference in number and type of interactions in which male and female students participated. In female-taught classes, style differences were found: Male students' interactions were characterized by more student-teacher exchanges than females' interactions. From student questionnaires, differences in office visitation patterns were revealed, showing an apparent relationship to sex: Female students visited more female than male instructors. However, closer examination showed the student's major to be the key variable influencing visitation patterns. Results point to the need for testing a variety of variables in addition to sex before drawing conclusions about sex-related behavior.