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Il volume offre un'ampia panoramica sui principali temi di riflessione nell'ambito dell'acquisizione e la didattica dell'italiano, sia in Italia che all'estero. I principali argomenti riguardano la storia della didattica dal Cinquecento fino ad oggi, i problemi e percorsi di acquisizione, le riflessioni linguistiche e metodologiche, le proposte didattiche per l'insegnamento dell'italiano a scuola e come lingua straniera o seconda. L'italiano vanta una lunga tradizione di didattica linguistica rivolta sia a dialettofoni che a stranieri e, in tempi più recenti, a bambini e giovani parlanti nativi di italiano nelle sue varietà regionali. In tempi recenti, inoltre, nuovi dibattiti e campi di ricerca si sono aggiunti a quelli già citati, attivati da fenomeni come la globalizzazione, gli spostamenti di persone per motivi lavorativi o umanitari, e la normalizzazione delle famiglie bilingui o multilingui.

Das Buch entwickelt ein praxisorientiertes Kursmodell für die Vermittlung des Italienischen als Fachsprache von Kunstgeschichte und Archäologie zum Anfängerniveau an deutschen Hochschulen. Die Autorin erarbeitet dies mithilfe einer Unterrichtsforschung in einer vergleichenden Fallstudie mit Mehr-Methoden-Design. Die Umsetzung von Methoden der Interkomprehension und der CLIL-Didaktik bildet einen Schwerpunkt der Untersuchung, die das Zielpublikum beschreibt, Unterrichtsabläufe und Lernerprofile rekonstruiert sowie Lehrgewinn diagnostiziert. Das untersuchte Kursmodell ist anpassungsfähig, wie es auch die entwickelten und erprobten Lehr-Lernmaterialien im Anhang zeigen, welche sich für seine Umsetzung anbieten.

Anhand empirischer Daten geht die Autorin der Frage nach, wie Kinder gleichzeitig in zwei Sprachen lesen, schreiben und sprechen lernen. Über einen Zeitraum von vier Jahren erhob sie Daten, um die bilinguale Sprachpraxis in einem deutsch-italienischen Two-Way-Immersion-Projekt zu untersuchen. Unter der Annahme, dass sich Repertoires durch sprachliches Handeln ausbauen und umformen, analysiert sie die im Unterrichtskontext und in Interviews entstandenen Beobachtungen im Zusammenhang mit den persönlichen Daten der SprecherInnen. Dabei kommt die Autorin zu dem Ergebnis, dass der Sprachausbauprozess sehr individuell verläuft und die Two-Way-Immersion hierbei eine Methode ist, sprachlicher Heterogenität in der Klasse gerecht werden zu können.

This volume of essays, the product of a 2-day conference held at The American University of Rome in October 2012, brings together innovative and creative approaches to teaching Italian language, literature, culture and the arts. Featuring the perspectives of Italian professors teaching within a range of geographical contexts, from Europe (with a focus on Italy) to the UK and the USA, the essays also address a range of academic and social contexts, from university, study abroad and ERASMUS settings to the teaching of immigrants and refugees. The diversity of perspectives presented in these essays lends significant depth to the volume, making it of interest to Italian teachers in various geographical and teaching environments. The essays in the volume not only emphasize the importance of foreign language acquisition, but also propose an understanding of language as a tool for plurilingual citizens of today's global society to achieve social mobility and cohesion.The present volume offers an updated contribution to the field of teaching Italian as a foreign language, with suggestions on how to incorporate the latest trends in the field, such as social networks and media, into one's teaching. Furthermore, by addressing the use of technology not only in language teaching, but also in the arts and culture, this volume represents an invaluable contribution to the field within the new digital humanities age.

The Personal Identification Reproducible Thematic Unit in Italian with English directions is comprised of novice-level activities, emphasizing real-life situations in which students interact in the target language addressing twenty first century skills for second language acquisition. The chapter includes listening, speaking, reading, writing, puzzles, and authentic scenarios. A teacher's reference core vocabulary for each unit, and suggested class fun activities are also added. Aligning our materials to the Common Core Standards through The Standards for Foreign Language Learning in the 21st Century, one or more of the three modes of communication: Interpersonal, Interpretive or Presentational, is indicated for each activity accompanied by the National Standard/s utilized in the activity.

The Community Reproducible Thematic Unit in Italian with English directions is comprised of novice-level activities, emphasizing real-life situations in which students interact in the target language addressing twenty first century skills for second language acquisition. The chapter includes listening, speaking, reading, writing, puzzles, and authentic scenarios. A teacher's reference core vocabulary for each unit, and suggested class fun activities are also added. Aligning our materials to the Common Core Standards through The Standards for Foreign Language Learning in the 21st Century, one or more of the three modes of communication: Interpersonal, Interpretive or Presentational, is indicated for each activity accompanied by the National Standard/s utilized in the activity.

The Earning a Living Reproducible Thematic Unit in Italian with English directions is comprised of novice-level activities, emphasizing real-life situations in which students interact in the target language addressing twenty first century skills for second language acquisition. The chapter includes listening, speaking, reading, writing, puzzles, and authentic scenarios. A teacher's reference core vocabulary for each unit, and suggested class fun activities are also added. Aligning our materials to the Common Core Standards through The Standards for Foreign Language Learning in the 21st Century, one or more of the three modes of communication: Interpersonal, Interpretive or Presentational, is indicated for each activity accompanied by the National Standard/s utilized in the activity.

Access is the major new language series designed with the needs of today's generation of students firmly in mind. Whether learning for leisure or business purposes or working towards a curriculum qualification, Access Italian is specially designed for adults of all ages and gives students a thorough grounding in all the skills required to understand, speak, read and write contemporary Italian from scratch.The coursebook consists of 10 units covering different topic areas, each of which includes Language Focus panels explaining the structures covered and a comprehensive glossary. Learning tips and assessment checklists help students to achieve a sense of autonomy. Numerous references to web-based activities, which will be an invaluable support to students'learning, add significantly to the course. The accompanying free website gives direct access to additional internet-based activities for students, plus teacher support and guidance.

This study provides new evidence in favor of TBI methodologies in the acquisition and development of fluency in second language learners of Italian.