Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)

EDUCATION (2062 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 4)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 3)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Full-text available via subscription   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 2)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 13)
International Journal of Early Years Education     Hybrid Journal   (Followers: 12)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 6)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 6)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 16)
International Journal of Educational Research     Hybrid Journal   (Followers: 28)
International Journal of Educational Technology     Open Access   (Followers: 3)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 11)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 24)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 23)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 2)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 12)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 37)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 4)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 19)
International Journal of Research in Education Methodology     Open Access   (Followers: 11)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal  
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 3)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 20)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal on School Disaffection     Full-text available via subscription  
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 32)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 25)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access  
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 3)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)
Journal for STEM Education Research     Hybrid Journal  
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 11)
Journal of Academic Advising     Open Access  
Journal of Academic Ethics     Hybrid Journal   (Followers: 5)
Journal of Academy of Dental Education     Hybrid Journal   (Followers: 1)
Journal of Accounting and Business Education     Open Access   (Followers: 2)
Journal of Accounting Education     Hybrid Journal   (Followers: 7)
Journal of Adolescent & Adult Literacy     Full-text available via subscription   (Followers: 11)
Journal of Adult Development     Hybrid Journal   (Followers: 9)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 10)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 8)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 3)
Journal of Agricultural Education and Extension     Hybrid Journal   (Followers: 4)
Journal of Al-Qadisiya in Arts and Educational Sciense     Open Access   (Followers: 1)
Journal of Applied Studies in Language     Open Access  
Journal of Appreciative Education     Open Access   (Followers: 1)
Journal of Architectural Education     Hybrid Journal   (Followers: 12)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 2)
Journal of Behavioral Education     Hybrid Journal   (Followers: 3)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 6)
Journal of Biological Education     Hybrid Journal   (Followers: 2)
Journal of Business Ethics Education     Full-text available via subscription   (Followers: 5)
Journal of Case Studies     Open Access   (Followers: 1)
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 10)
Journal of Chandrakasemsarn     Open Access  
Journal of Chemical Education     Hybrid Journal   (Followers: 25)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 5)
Journal of Childhood Studies     Open Access   (Followers: 2)
Journal of Classics Teaching     Open Access  
Journal of Cognitive Education and Psychology     Hybrid Journal   (Followers: 11)
Journal of College Student Development     Full-text available via subscription   (Followers: 8)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 2)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 6)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 15)
Journal of Contemporary Integrative Ideas     Open Access   (Followers: 1)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 2)
Journal of Continuing Education in the Health Professions     Hybrid Journal   (Followers: 12)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 33)
Journal of Creative Behavior     Hybrid Journal   (Followers: 10)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 7)
Journal of Curriculum and Instruction     Open Access   (Followers: 6)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 10)
Journal of Curriculum and Teaching     Open Access   (Followers: 7)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 19)
Journal of Curriculum Theorizing     Open Access   (Followers: 2)
Journal of Dance Education     Hybrid Journal   (Followers: 11)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 12)
Journal of Dental Education     Full-text available via subscription   (Followers: 2)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 8)
Journal of Distance Learning     Full-text available via subscription   (Followers: 16)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 14)
Journal of Early Intervention     Hybrid Journal   (Followers: 9)
Journal of Economic Education     Open Access  
Journal of Economic Education     Hybrid Journal   (Followers: 10)
Journal of Economics and Economic Education Research     Full-text available via subscription   (Followers: 2)
Journal of Education Advancement & Marketing     Full-text available via subscription   (Followers: 2)
Journal of Education and e-Learning Research     Open Access   (Followers: 14)
Journal of Education and Educational Development     Open Access   (Followers: 3)

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Italiano LinguaDue
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2037-3597
Published by U of Milan Homepage  [35 journals]

    • Authors: Luca Serianni
      Abstract: L’articolo si sofferma sui servigi che può rendere al traduttore un buon dizionario attraverso le marche d’uso. Si esamina un campione costituito da parole del lessico “elevato” e “regionale” e se ne verifica l’effettiva circolazione attraverso corpora di testi letterari e giornalistici. From literary terms to regionalisms. The dictionary in the hands of the translator The article focuses on the services that can a good dictionary offer translators through labels. A sample of words from a “high” and a “regional” lexicon is examined and the actual use, in literary and journalistic texts, is verified.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9903
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: 2009 - 2017
      Abstract: Indici delle annate 2009-2017
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9898
      Issue No: Vol. 9, No. 2 (2018)

      Abstract: Italiano LinguaDue Indice annate 2009-2017 sezione Italiano Lingua Seconda e Straniera
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9899
      Issue No: Vol. 9, No. 2 (2018)

      Abstract: Italiano LinguaDue Indice annate 2009-2017 sezione Linguistica e Storia della lingua italiana
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9900
      Issue No: Vol. 9, No. 2 (2018)

      Abstract: Italiano LinguaDue Indice annate 2009-2017 sezione Educazione Linguistica
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9901
      Issue No: Vol. 9, No. 2 (2018)

      Abstract: Italiano LinguaDue Indice annate 2009-2017 sezione Esperienze e materiali
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9902
      Issue No: Vol. 9, No. 2 (2018)

      Abstract: Testi e documenti del Consiglio d’Europa - Unità delle politiche linguistiche pubblicati in Italiano LinguaDue
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9904
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Diego Cortés Velásquez, Serena Faone, Elena Nuzzo
      Pages: 1 - 74
      Abstract: Il contributo intende aiutare il lettore ad acquisire consapevolezza di come sono strutturati i manuali utilizzati per l’insegnamento delle lingue moderne. Presenta quindi una dettagliata scheda di osservazione che guida passo dopo passo nell’analisi dei manuali. La scheda è accompagnata da istruzioni per la compilazione che richiamano e illustrano – in forma sintetica ma sistematica – concetti chiave della didattica delle lingue. S’intende così offrire un percorso di (auto)formazione basato sulla pratica ma saldamente ancorato ai principi teorici che costituiscono il fondamento della prassi didattica. A supporto e complemento della sezione operativa in cui si guida il lettore nell’analisi, si presentano i risultati di un lavoro di ricerca glottodidattica nel quale la scheda di osservazione proposta è stata applicata a una selezione di manuali di diverse L2.
      Analysis of language teaching textbooks: instruments for applied language teaching methodology The article raises awareness of how modern languages textbooks are structured. It presents a detailed, step-by-step observation grid that guides textbook analysis. The grid is accompanied by instructions that recall and illustrate – in a synthetic but systematic form – the key concepts of language teaching. It is thus intended to be a tool for (self-)study, based on practice yet firmly anchored to the theoretical principles that constitute the foundation of teaching practice. To support and complement the section in which the reader is guided in the analysis, the results of a language teaching study on a selection of different L2 textbooks using the proposed observation grid are presented.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9871
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Roberta Ferroni
      Pages: 75 - 96
      Abstract: L’articolo esplora: 1. come apprendenti d’italiano LS, di livello B1 del Quadro comune europeo di riferimento per le lingue, nel corso di attività di osservazione e di produzione guidata, prendono consapevolezza dei meccanismi conversazionali che regolano uno scambio interattivo, tratto da un input autentico; 2. come percepiscono le loro performances orali, durante attività di autovalutazione, realizzate sulla base di criteri conversazionali. Le proposte didattiche utilizzate durante il corso provengono dal materiale Ma dai! proposte didattiche per l’apprendimento dei segnali discorsivi in italiano LS. Ispirandosi al cosiddetto approccio conversazionale, Ma dai! usa stralci di interazioni spontanee per sensibilizzare gli apprendenti sulle norme discorsive che regolano la lingua oggetto di studio. Dall’analisi emerge che la presenza di un input rilevante ha permesso, durante le attività di osservazione, di dedurre la polifunzionalità paradigmatica dei segnali però e praticamente. Si nota anche la creazione di ipotesi originali sulle strategie usate dai parlanti per attenuare e creare complicità. L’analisi ha incoraggiato una riflessione sull’importanza di usare gli indicatori di riformulazione come strategie di apprendimento per risolvere eventuali difficoltà di pianificazione, oltre che come elementi linguistici per arricchire il proprio repertorio linguistico. Nella fase di produzione guidata si assiste invece ad un uso costante del metalinguaggio conversazionale, appreso durante le attività di osservazione, che aiuta a riflettere e trovare, in maniera congiunta, delle strategie consone per attenuare le richieste.Si conclude che la produzione guidata, accompagnata ad un’accurata autosservazione, che ha spinto gli apprendenti a fornire delle soluzioni per migliorare la qualità delle performances orali in termini interazionali, possono essere particolarmente utili per coscientizzare gli apprendenti sulle dinamiche comunicative e pragmatiche. First reflections on the effectiveness of the conversational approach in teaching interactive competence between italian FL learnersThe article explores how, during guided observation and production activities,  Italian FL learners (level B1, Common European Framework of Reference for Languages) become aware of the conversational mechanisms that regulate an interactive exchange from authentic input and how they perceive their oral performance, thanks to self-evaluation activities based on conversational criteria. The teaching proposals used during the course come from Ma dai! Proposte didattiche per l’apprendimento dei segnali discorsivi in italiano LS. Inspired by the so-called conversational approach, Ma dai! uses excerpts of spontaneous interactions to sensitize learners to discursive norms that regulate Italian. The analysis showed that the presence of relevant input during the observation phase allowed students to deduce the paradigmatic poly-functionality of the signals però e praticamente. We also noted the creation of original hypotheses on the strategies used by speakers to mitigate and create complicity. The analysis encouraged reflection on the importance of using reformulation indicators as learning strategies in order to solve planning difficulties, as well as linguistic elements to enrich one’s linguistic repertoire. In the guided production phase, there was consistent use of conversational meta-language learned during the observation activities, which helped to reflect on and find strategies to mitigate the requests. In conclusion, guided production accompanied by accurate self-observation prompted learners to provide solutions to improve the quality of oral performance in terms of interaction. These strategies can be particularly useful for raising learner awareness regarding communicative and pragmatic dynamics.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9872
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Michael Psitos, Chiara Marotta
      Pages: 97 - 120
      Abstract: L’evoluzione dell’italiano dalla metà del secolo scorso e la sua diffusione come lingua di comunicazione sull’intero territorio nazionale hanno portato alla progressiva accettazione di tratti linguistici precedentemente esclusi dalla norma (tratti neo-standard). Il contributo studia la presenza di questi tratti neo-standard nell’insegnamento dell’italiano come lingua straniera, in particolare nella produzione orale di un campione di insegnanti, madrelingua e non, nel contesto di lezioni di livello B2, C1 e C2 in Grecia. Dai risultati emerge che si rilevano tratti neo-standard quasi esclusivamente nelle lezioni di insegnanti madrelingua e che la loro presenza non è accompagnata da alcuna riflessione metalinguistica. Neo-standard traits and teacher talk in the Italian as a foreign language classroom: a study in ThessalonikiOver the past century, the Italian language has become the primary medium fornational communication. It has thus undergone significant transformations. As a result, a number of traits, once considered substandard, have been brought to the forefront of everyday use. This study explores how the so-called re-standardization of the Italian language is reflected in foreign language classes. We collected and analyzed data to study the presence of neo-standard traits in the speech of teachers, both native and non-native Italian speakers, in Greece. Our results suggest that while certain neo-standard traits do emerge during foreign language classes, at least those conducted by native Italian speakers, they do so informally without metalinguistic reflection.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9873
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Silvia Sordella, Cecilia Andorno
      Pages: 162 - 228
      Abstract: Il plurilinguismo è ormai di casa nelle classi della scuola italiana. E la presenza di alunni portatori di diversità linguistica non rappresenta certo una novità per la nostra scuola. A partire dalla riflessione sull’educazione linguistica sorta e sviluppatasi nel contesto italiano (Coste, 2009), il dibattito europeo sulla valorizzazione delle risorse del plurilinguismo ha portato alla creazione di strumenti di progettazione come il Quadro di Riferimento per gli Approcci Plurali (Candelier et al., 2012) attraverso cui orientare la costruzione di percorsi didattici di educazione plurilingue. Sullo sfondo di queste riflessioni e a partire da una preliminare indagine sugli atteggiamenti degli insegnanti rispetto al ruolo del plurilinguismo in classe (Sordella, 2015), il contributo presenta un’esperienza didattica condotta in alcune scuole primarie torinesi, nell’ambito del progetto Noi e le nostre lingue, volta alla sensibilizzazione alla diversità linguistica e a stimolare la riflessione metalinguistica in chiave interlinguistica. Vengono discusse le scelte operate ai diversi livelli della progettazione didattica, nella selezione delle lingue, dei testi, dei contenuti linguistici oggetto dei diversi laboratori, nonché le attività progettate e alcuni materiali sviluppati per il lavoro con la classe, a partire da strumenti di analisi tipici dell’analisi linguistica – l’uso di sistemi di glosse e traduzioni interlineari – declinati in chiave didattica. Le ricadute didattiche attese (in parte già discusse in Andorno e Sordella, 2018) riguardano principalmente il piano della sensibilizzazione sociolinguistica, la promozione di strategie di ascolto e comprensione di fronte a lingue sconosciute, l’attenzione ai rapporti tra oralità e scrittura e la riflessione metalinguistica mediante il confronto interlinguistico. Le prospettive auspicate riguardano la promozione di un approccio all’educazione linguistica che supporti e sviluppi quella naturale tendenza degli esseri umani a “muoversi tra le lingue” (Bialystok et al., 2012). Exploring languages in the classroomPlurilingualism in Italian schools is not a new issue; the debate concerning the valorization of multilingual competences has a long tradition (Coste, 2009) and has recently led to the Framework of Reference for Plural Approaches (Candelier et al., 2012). Based on the Framework and on a preliminary survey of teachers’ attitudes regarding the role of plurilingualism in the classroom (Sordella, 2015), the paper presents a project (Noi e le nostre lingue) carried out in primary schools in Turin, aiming at enhancing the students’ interest and positive attitude towards linguistic diversity and at stimulating metalinguistic competences within a multilingual environment. The choices concerning the different planning stages of the workshops, the criteria for the selection of languages, texts, and linguistic phenomena, the ad-hoc activities and materials developed, are discussed, with a particular focus on the use of tools adapted from linguistic analysis, such as glossing systems and interlinear translation. The expected learning outcomes (partially discussed in Andorno and Sordella, 2018), mainly concerned socio-linguistic sensitization, the promotion of listening and comprehension strategies, as well as an improvement in metalinguistic awareness through interlinguistic comparison, in order to support the natural tendency of human beings to “move between languages” (Bialystok et al., 2012).
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9875
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Rosaria Sardo
      Pages: 229 - 290
      Abstract: Dall’anno accademico 2014-2015 l’Università di Catania ha promosso il Progetto MAT-ITA per il potenziamento delle competenze linguistiche e matematiche degli studenti delle ultime classi delle scuole superiori di secondo grado. Il progetto è strutturato in: 1) formazione dei docenti; 2) rilevazione delle competenze degli studenti; 3) azione didattica congiunta tra docenti universitari e docenti delle scuole per il consolidamento dei punti critici delle competenze stesse. Il presente contributo propone un commento sui primi risultati del Progetto in ambito linguistico e una riflessione su alcuni metodi glottodidattici per l’italiano L1 in chiave trasversale. How to teach italian to digital natives' First reflections on the MAT.ITA project from the University of Catania In 2014-2015, the University of Catania promoted the MAT-ITA Project for the enhancement of  linguistic and mathematical skills in high school students. The project included: 1) teacher training; 2) detection of student skills; 3) joint teaching actions between university teachers and teachers at high schools for the consolidation of critical points of the competences themselves. The article comments on the first results of the Project in terms of linguistics and reflects on some transversal Italian L1 language teaching methods.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9876
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Michele Ricci, Alessandro Efrem Colombi
      Pages: 291 - 314
      Abstract: In questo articolo viene illustrata la ricerca effettuata nell’arco di un anno scolastico in due scuole primarie del Comune di  Milano (l’Istituto Maria Consolatrice e l’Istituto Regina Mundi), dove sono stati sperimentati diversi metodi didattici con l’obiettivo di favorire la formazione delle competenze di analisi, astrazione e pensiero computazionale in contesti reali di programmazione del computer e robotica educativa. Le osservazioni mostrano come la centralità dell’uso evoluto della lingua sia il cardine nello sviluppo di competenze di tipo “pensiero computazionale”. In particolare l’elemento chiave che emerge nella ricerca è rappresentato  dall’osservazione della forte correlazione tra lo sviluppo delle capacità motorie fini della mano, lo sviluppo delle competenze linguistiche evolute e le competenze di pensiero complesso quali la capacità di astrazione nella descrizione di modelli reali e immaginari. La capacità di astrazione costituisce infatti la base della capacità di risoluzione di problemi e soprattutto della capacità di generare idee originali e creative, obiettivo di apprendimento primario della sperimentazione e del relativo processo di analisi di cui è stata oggetto. A seguire vengono quindi illustrati gli strumenti metodologici utilizzati, la loro modalità di valutazione; si preciserà quindi come l’uso della lingua contribuisca a potenziare e a sostenere il raggiungimento degli obbiettivi di apprendimento. From the hand to video. Experiences and the construction of abstract, analytical and computational thought in primary school language education This article presents research carried out in two primary schools in the city of Milan (Istituto Maria Consolatrice and Istituto Regina Mundi), where different teaching methods were implemented with the aim of encouraging the development of analytical, abstract and computational thinking skills in computer programming and educational robotics contexts. The observations show how the centrality of the advanced use of language is the cornerstone of the development of “computational thought” skills. In particular, the key element that emerges in the research is the strong correlation between the development of fine motor skills and the development of evolved linguistic and complex thinking skills, such as abstraction in the description of real and imaginary models. The capacity for abstract thought is, in fact, the basis for problem solving and generating original and creative ideas, the primary learning objectives of the experience, as well as the related analysis process. The methodological tools used and the evaluation method is discussed. The use of language contributes to strengthening and supporting the achievement of learning objectives.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9877
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Susanna Ragno
      Pages: 315 - 329
      Abstract: Nel 2009 Italia e Francia coronano un lungo percorso di intese sui temi culturali e di istruzione stringendo un accordo bilaterale per il conseguimento del titolo congiunto di Diploma di Maturità e Baccalauréat, denominato EsaBac (Esame di Stato e Baccalauréat). L’articolo presenta la storia del progetto e ne descrive le caratteristiche salienti: negli ultimi tre anni di istruzione superiore, i ragazzi italiani e francesi coinvolti studiano per quattro ore settimanali la Lingua e Letteratura del Paese partner e per due ore la Storia italo-francese con metodologia CLIL. Si mettono in luce le istanze più ancorate alla tradizione didattica e alle intenzioni politiche di difesa e promozione delle culture nazionali; ma si sottolinea anche il potenziale innovativo e pluriculturale di questa proposta educativa incentrata sull’interpretazione dei testi, sul confronto e sulla conoscenza reciproca. ESABAC: promoting Italian and French at school while educating to pluriculturalismIn 2009, after lengthy negotiation on Education and Culture, Italy and France signed a bilateral agreement which allowed students to graduate and earn both the Italian diploma and the French Baccalauréat (EsaBac: Esame di Stato and Baccalauréat). This article provides an insight into the history of this project and describes its main features. During the last three years of high school, Italian and French students studied four hours of the partner Language and Literature and two hours of History using the CLIL approach. The article highlights the deep-rooted traditional and nationalistic issues of EsaBac while also emphasizing its potential for innovation and multiculturalism, thanks to its focus on the interpretation of texts, comparison and mutual understanding.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9896
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Stefano Ondelli
      Pages: 373 - 383
      Abstract: Gli studi disponibili sull’italiano della cucina notano come questa varietà linguistica sia sempre stata molto permeabile ai forestierismi. Tuttavia oggi l’inglese sembra aver scalzato il francese come lingua di provenienza della maggioranza dei prestiti che si rinvengono in ricette, recensioni di ristoranti e altri testi divulgativi di argomento enogastronomico. L’analisi automatica di un corpus comprendente articoli di vario genere pubblicati online conferma la numerosità dei prestiti non adattati, anche da lingue come lo spagnolo e il giapponese, e il nuovo dominio degli anglicismi nell’italiano della cucina. La successiva disamina qualitativa rivela però che, con l’eccezione delle bevande alcoliche e dei prodotti di pasticceria, i francesismi continuano a essere preferiti per designare ingredienti, preparazioni  e deonomastici, mentre l’inglese ha principalmente la funzione di dare un’immagine moderna e globalizzata di tutte le attività sociali legate alla produzione, alla distribuzione e al consumo di cibi e bevande.
      From Crème caramel to Cupcake: the invasion of anglicisms in the kichen, restaurants and barsA review of the relevant literature on culinary language shows that this variety of Italian has always been characterized by a strong presence of foreign words. Today, English seems to have replaced French as the source language of the majority of loan words found in recipes, restaurant reviews and other texts dealing with food and drink. The automatic analysis of a corpus comprising different types of articles published online confirms the presence of a large number of loan words – also from Spanish and Japanese – as well as the dominant role of English words in Italian culinary language. However, a qualitative analysis shows that, with the notable exception of alcoholic drinks, cakes and desserts, French words are still commonly used to refer to ingredients and cooking techniques, whereas English words are mainly used to give a touch of modernity and globalization to all social activities connected to the production, distribution and consumption of food and drink.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9880
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Alessio Ricci
      Pages: 384 - 396
      Abstract: L’articolo intende mettere in luce alcuni aspetti del poco conosciuto Prospetto di verbi toscani tanto regolari che irregolari (1761) del fiorentino Giovanni Battista Pistolesi. Innanzitutto si cercherà di collocare l’opera nell’àmbito della trattatistica grammaticale dedicata specificamente ai verbi italiani (con particolare riguardo alle opere di Girolamo Gigli e Marco Mastrofini). In secondo luogo verranno ricostruite le idee linguistiche di Pistolesi (soprattutto il concetto di idiotismo e la notevole attenzione alla lingua dell’uso) attraverso l’analisi di alcune forme verbali sulle quali l’autore si sofferma nelle note esplicative del Prospetto. Infine si proporrà qualche primo riscontro alle indicazioni di Pistolesi, per verificarne il grado di attendibilità rispetto alla realtà del fiorentino parlato del Settecento, tramite le commedie popolari fiorentine di Giovanni Battista Fagiuoli. Between Gigli and Mastrofini: the “Prospetto di verbi toscani tanto regolari che irregolari” (1761) by Giovanni Battista Pistolesi This study highlights a few aspects of the little-known Prospetto di verbi toscani tanto regolari che irregolari(1761) by Giovanni Battista Pistolesi from Florence. The Prospetto is among grammatical treatises devoted specifically to Italian verbs (especially with regard to the works of Girolamo Gigli and Marco Mastrofini). Secondly, the author’s linguistic ideas (in particular the concept of idiotismo and the considerable attention paid to the use of spoken language) will be discussed by analyzing some verbal forms focused on in the notes. Finally, based on the comedies of Giovanni Battista Fagiuoli, the author assesses the degree of reliability ineighteenth century Florentine language.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9881
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Michela Dota
      Pages: 397 - 417
      Abstract: Il contributo ripercorre la storia e le peculiarità del metodo rafforzista, metodo glottodidattico per l’insegnamento della lettura e della scrittura. Il metodo, nato in Italia nel primo Ottocento, nell’epoca postunitaria era praticato nelle scuole elementari soprattutto dell’Italia meridionale, nonché nelle scuole reggimentali e in alcuni istituti per sordomuti. Le sue fondamenta, aberranti rispetto alla norma ortografica e ortoepica tradizionale, lo resero obiettivo di un tenace ostracismo da parte del Ministero dell’Istruzione pubblica, sostenuto per questa occasione da due tra i più eminenti glottologi dell’epoca: Graziadio Isaia Ascoli e Francesco Lorenzo Pullè. Il metodo finì per estinguersi nel secondo decennio del Novecento. The history of the “metodo rafforzista” for teaching Italian (1814-1914)This article retraces the history and peculiarities of the “metodo rafforzista”, a language teaching method developed in Italy during the first part of 1800s. In the post-Unitarian period, it was used in elementary schools, especially in Southern Italy, and also in military schools and in some institutes for the Deaf and Dumb. Orthographic and orthoepic models proposed by the “metodo rafforzista” diverged from rules of traditional Italian grammar. The method, supported by Graziadio Isaia Ascoli and Francesco Lorenzo Pullè, two of the most distinguished Italian linguists at that time, was subsequently rejected by the Ministry of Public Education, and it vanished during the second half of 1900s.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9882
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Daria Motta
      Pages: 418 - 434
      Abstract: Due delle opere giovanili di Verga, il romanzo Una peccatrice (1866) e la commedia Rose caduche (1869) – unite da numerosi legami tematici e strutturali che la critica ha già individuato – mantengono elementi linguistici e stilistici della prima fase della produzione verghiana, ma contengono già le spie che porteranno alle innovazioni della produzione successiva. In esse Verga si cimenta per la prima volta con la resa artistica del parlato borghese di cui stava facendo esperienza nei salotti fiorentini. Questo articolo individua nella commedia i principali tratti morfosintattici del parlato, valutandone la presenza ed eventualmente la diversa funzione nel romanzo, così da definire il grado di consapevolezza linguistica dell’autore e la sua capacità di modulare diamesicamente la lingua e lo stile usati. «Un dialogo stupendo davvero». Verga’s search for bourgeois speech, from “Una peccatrice” to “Rose caduche”The novel Una peccatrice (1866) and the comedy Rose caduche (1869) are two of Verga’s juvenile texts linked by many thematic and structural elements which critics have already observed. Both maintain linguistic and stylistic features typical of Verga’s early production, but reveal traces of future innovations. In them, for the first time, Verga artistically explores the spoken language of the bourgeoisie, based on his own direct experience at cultural and social gatherings in Florence. This essay identifies the most important morphological and syntactical elements of spoken language in the comedy, evaluating whether they are present in the novel as well and their different function in the text in order to evaluate Verga’s linguistic awareness and his competence in relating language and style to text genre on the diamesic level.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9883
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Mariella Giuliano
      Pages: 435 - 451
      Abstract: Nel panorama socio-culturale del secondo Ottocento, I Misteri di Napoli (1869-1870) di Francesco Mastriani si inseriscono nel filone della narrativa d’appendice, rappresentativa delle dinamiche di italianizzazione in un secolo cruciale per l’unificazione linguistica del paese. Nella prospettiva di stabilire un contatto diretto con il pubblico, le strategie discorsive dell’autore si possono omologare a quelle degli scrittori del secondo Ottocento. In questo romanzo, in particolare, l’accentuata finalità documentaristica condiziona le scelte espressive di Mastriani rispetto all’ambientazione narrata. Questo contributo si propone pertanto di valutare e caratterizzare, l’esistenza di un pluricodice stilistico che tende a oscillare tra retorica e colore locale. Tale mescidanza se da una parte si può spiegare con l’assodata fluidità dell’uso linguistico-letterario ottocentesco, dall’altra, sfruttando le potenzialità espressive del dialetto in chiave pre-verista, documenta l’intento di caratterizzazione espressiva degli ambienti rappresentati. “I misteri di Napoli” from rhetoric to expressiveness In social and literary landscape of late XIX century, Francesco Mastriani’s serial novel I Misteri di Napoli (1869-1870) was is a good example of how the Italian language was spread during a century that was crucial for linguistic unification in Italy. Aiming at creating direct contact with the audience, the author’s discursive strategies can be likened to those of the writers from the late XIX century. The strong will to document reality influenced Mastriani’s expressive choices in this novel. We evaluate and characterize the multi-faceted stylistic code that fluctuated between rhetoric and local color. This mixture can be partially explained by the well-known linguistic and literary fluidity of XIX century, as well as the choice to take advantage of the linguistic possibilities of dialect, which show how the author characterized the language in the various settings.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9897
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Alberto D'Alfonso
      Pages: 452 - 491
      Abstract: Il contributo presenta parte dei risultati dello spoglio lessicale svolto dall’autore sulle Memorie di Giuseppe Garibaldi; testo poco conosciuto, ai margini della letteratura ufficiale, ma di notevole interesse per la sua particolare veste linguistica. Il materiale raccolto costituisce l’ideale continuazione di quanto pubblicato in Garibaldi (2015), edizione dell’opera con commento linguistico; nell’articolo trova spazio ciò che non è stato possibile includere in tale lavoro. Le circa trecento forme lessicali sono presentate in un glossario, preceduto da liste tematiche e seguito da un’appendice per la consultazione del materiale commentato altrove (con le indicazioni per la consultazione delle forme analizzate all’interno della precedente pubblicazione). Small garibaldian glossaryThis paper presents the partial results of the lexical investigation of Memorie by Giuseppe Garibaldi. This little-known text, on the margins of official literature, is of considerable interest due to its particular language. The material collected is the ideal continuation of Garibaldi (2015), an edition of the work with a linguistic comment. The article presents what was not included in this volume. The approximately three hundred lexical forms are presented as a glossary, preceded by thematic lists and followed by an appendix for consulting the material commented on elsewhere (with indications in order to consult the forms analyzed in the previous publication).
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9885
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Joel Vaucher de la Croix
      Pages: 492 - 505
      Abstract: Partendo da due lettere carducciane nel contesto del trasferimento a Firenze della capitale del Regno d’Italia, l’articolo intende ripercorrere la storia e delineare la fortuna del grecismo tecmirio ‘segno certo’. A questo proposito sono illustrati e riportati gli esempi cinquecenteschi di Bernardo Segni, Annibal Caro e Tasso, legati alle prime traduzioni della Retorica di Aristotele, e in seguito le non numerose occorrenze settecentesche, fino alle testimonianze ottocentesche, anche poetiche e tecnico-scientifiche, che indicano la fortuna di una voce, oggi scomparsa, che sembra emanciparsi finalmente dal suo statuto di tecnicismo filosofico. TecmirioStarting from two of Carducci’s letters regarding the transfer of the capital of the Kingdom of Italy to Florence, the article retraces the history and outline the luck of the Greek tecmirio ‘sure sign’. Sixteenth Century examples by Bernardo Segni, Annibal Caro and Tasso are illustrated and cited, linked to the earliest translations of Aristotle’s Rhetoric, as well as rarer Eighteenth and Nineteenth Century poetic and technical-scientific occurrences, which illustrate the destiny of this word, now disappeared, which seems to have been emancipated from its status of philosophical technicality.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9886
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Alessandro Borri, Giovanna Masiero
      Pages: 506 - 523
      Abstract: La super-diversità delle identità migratorie e delle società contemporanee è oramai aspetto da gestire in qualsiasi classe di apprendenti di italiano L2. Le differenze possono riguardare: le competenze pregresse, le lingue conosciute, gli anni di scolarizzazione, l’età, la motivazione, lo statuto migratorio, gli anni di permanenza in Italia, il grado di alfabetizzazione e ancora tante altre variabili. Tanti anni di lavoro sul campo e lo studio delle ricerche sull’acquisizione delle lingue seconde, hanno suggerito agli autori l’ideazione di una “formula” didattica di facile applicazione, espandibile e esportabile anche in altri ambiti. L’articolo è la presentazione di un modello per insegnare la lingua che sappia al tempo stesso innescare un processo di conoscenza, di scambio di saperi, di supporto reciproco. La lingua è componente fondante della cultura di ciascun individuo, un canale di espressione potente, che aiuta a dar voce alle rappresentazioni che ciascuno ha della propria complessa identità; ciò implica una nozione di alterità, che il gioco I.D.E.A. mette sotto gli occhi e lascia scoprire carta dopo carta. I.D.E.A: Interazioni Dialogiche e Affini. A playful didactic proposal for mixed adult learners Currently the super-diversity of migrant identities and contemporary societies must be addressed in any Italian L2 class. These differences may include: previous skills, known languages, years of schooling, age, motivation, migratory status, years spent in Italy, the degree of literacy and many other variables. Many years of fieldwork and research on L2 acquisition have led to the concept of an expandable and exportable educational “formulas” that are easy to apply. The article presents a teaching model that triggers the process and exchange of knowledge and mutual support. Language is a fundamental component of every person’s culture, a channel for powerful expression, which helps give voice to the ideas that each student has regarding their own complex identity. The I.D.E.A. game focuses on and develops this notion of otherness, card after card.
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9887
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Cristiana De Santis
      Pages: 549 - 553
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9890
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Cristina Nesi
      Pages: 554 - 556
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9891
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Alberto Sobrero
      Pages: 557 - 560
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9892
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Salvatore Cavaliere
      Pages: 561 - 565
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9893
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Susanna Ragno
      Pages: 566 - 567
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9894
      Issue No: Vol. 9, No. 2 (2018)

    • Authors: Federica Venier
      Pages: 568 - 571
      Abstract: Recensione
      PubDate: 2018-03-16
      DOI: 10.13130/2037-3597/9895
      Issue No: Vol. 9, No. 2 (2018)
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