Relevant bibliographies by topics / Irish Italian language learning

Academic literature on the topic 'Irish Italian language learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish Italian language learning"

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Regan, Vera. "L1 and L2 Language Attitudes: Polish and Italian Migrants in France and Ireland." Languages 8, no. 1 (January 4, 2023): 19. http://dx.doi.org/10.3390/languages8010019.

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Until recently, research on language attitudes focused mainly on attitudes relating to speakers’ L1. However, with the increase in interest in multilingualism in a globalised world, there has been a renewed interest in language attitudes relating to L2 speakers. This article focuses on these issues in the context of migration: how language attitudes associated with migrants’ L1 and L2 may affect the L2 acquisition process. The attitudes of two L2 groups (Polish and Italian) are compared to see if, in the case of speakers learning different L2’s (French and Irish English), there was a difference based on the different contexts. Qualitative data and analysis were used to attend to the voices of the participants in the study. Analysis revealed differences in language attitudes amongst Polish migrants in France, Polish migrants in Ireland, and Italian migrants in Ireland that paralleled differences in L2 strategies. This supports recent research which indicates that attitudes associated with L2s play a more important role than was previously realised and should be considered alongside L1 language attitudes.
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Catarinella, Piermauro, and Mohd Ridzuan Abdul Malek. "Learning Italian Language." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 22. http://dx.doi.org/10.24191/ijmal.v2i3.7628.

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Sometimes it is difficult to find the time to attend a language course that we are interested to learn. This is true especially for those who are working. The objective of this new program is to allow everyone to choose the best time to study without having to follow a certain tight schedule. It could be in the morning, in the afternoon, at night, during weekdays or even on public holidays. The novelty of this tool will allow one to study Italian language at a comfortable place of one’s choice (home, office, car). What is required is only an internet connection. That’s all. This on line course is useful to anyone (kids, adults, old folks) who is interested to study the Italian language in a fun and easy way. Although this new Italian program is totally free, it has the potential to be sold in the market.
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O'Rourke, Breffni. "Language, learning, and teaching: Irish research perspectives." Language and Intercultural Communication 14, no. 4 (April 16, 2014): 500–503. http://dx.doi.org/10.1080/14708477.2014.883222.

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Mhathúna, Máire Mhic. "Early Steps in Bilingualism: Learning Irish in Irish Language Immersion Pre‐Schools." Early Years 19, no. 2 (March 1999): 38–50. http://dx.doi.org/10.1080/0957514990190205.

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Ferrari, Marcella, and Paola Palladino. "Foreign Language Learning Difficulties in Italian Children." Journal of Learning Disabilities 40, no. 3 (May 2007): 256–69. http://dx.doi.org/10.1177/00222194070400030601.

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Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Young immersion learners’ language use outside the classroom in a minority language context." AILA Review 32 (December 31, 2019): 112–37. http://dx.doi.org/10.1075/aila.00023.dui.

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Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.
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Souter et al., Clive. "Natural Language Identification using Corpus-Based Models." HERMES - Journal of Language and Communication in Business 7, no. 13 (January 4, 2017): 183. http://dx.doi.org/10.7146/hjlcb.v7i13.25083.

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This paper describes three approaches to the task of automatically identifying the language a text is written in. We conducted experiments to compare the success of each approach in identifying languages from a set of texts in Dutch/Friesian, English, French, Gaelic (Irish), German, Italian, Portuguese, Serbo-Croat and Spanish.....
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Martino, Emilia Di. "Cooperative Learning in Italian Secondary School." ITL - International Journal of Applied Linguistics 143-144 (January 1, 2004): 1–35. http://dx.doi.org/10.2143/itl.143.0.504644.

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This paper presents the results of an Action Research project aimed at exploring (1) the possibility of implementing Cooperative Learning and (2) the possible benefits of doing so in the author’s specific teaching situation at Upper Secondary level in Italy.
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Firpo, Elena. "Blended learning and bilingual education." Research on Education and Media 8, no. 1 (June 1, 2016): 79–92. http://dx.doi.org/10.1515/rem-2016-0010.

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Abstract The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings. The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students. The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.
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Markey, Michael. "Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland." Journal of Immersion and Content-Based Language Education 10, no. 1 (March 28, 2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.

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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
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Dissertations / Theses on the topic "Irish Italian language learning"

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Pino, Daniela. "Learning Italian as a Second Language in an Italian/English Dual Language Program| Evidence from First to Fifth Grade." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751886.

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This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.

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Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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Lawrence, Jason. "'Who the Devil taught thee so much Italian?' : Italian language learning and literary imitation in early modern England /." Manchester : Manchester university press, 2005. http://catalogue.bnf.fr/ark:/12148/cb40049006j.

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Berardi-Wiltshire, Arianna. "Italian identity and heritage language motivation : five stories of heritage language learning in traditional foreign language courses in Wellington, New Zealand : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics and Second Language Teaching at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1170.

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The study explores the motivational role of the personal constructions of Italian identity (Italianità) of five learners of Italian descent studying their heritage language by means of traditional foreign language courses in Wellington, New Zealand. By adopting a social constructivist perspective on both language learning and the motivational processes underlying it, and by applying such concepts as investment (Norton, 2000), ideal L2 self (Dörnyei, 2009) and language learning as identity reconstruction (Pavlenko & Lantolf, 2000), the study aims to further our understanding of heritage language learning motivation as a socially mediated process (Ushioda, 2003). Qualitative data was collected through waves of semi-structured interviews from five case-study participants over the course of several months of learning. Responses were used to map the influence that the participants’ constructions of their own Italianità exerted on three aspects of their language learning motivation: their reasons for learning the language, the decision to embark on the study of it, and the maintenance of their interest and learning efforts throughout the learning process. Detailed observations of learning sites, classes and materials, and interviews with teachers provided rich contextual data concerning key episodes identified by the students as relating to different aspects of motivation. The findings suggest that Italianità is heavily implicated in the initial stages of motivation, but that its influence is mediated by the learners’ personal constructions of a multitude of internal and external factors, through which they come to personalise and prioritise their own objectives and identity ambitions in ways that guide their motivational arousal, their decision to pursue the language and their creation and visualisation of learning goals. Italianità is also found to have an influence on the maintenance and shifts in the participants’ motivational states throughout their learning, supporting a socially mediated view of L2 motivation in which motivational fluctuations are explained as the result of the learners’ own processing of and reaction to elements of their context, including critical events inside and outside the classroom, exchanges with teachers, peers and speakers of Italian, and ongoing developments of opportunities and challenges for the achievement of the personal goals and identity ambitions driving their learning.
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Damiani, Kim Maria. "Analysis of COVID-related symptoms from a database of Italian tweets." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24671/.

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Twitter is a highly popular social media which on one hand allows information transmission in real time and on the other hand represents a source of open access homogeneous text data. We propose an analysis of the most common self-reported COVID symptoms from a dataset of Italian tweets to investigate the evolution of the pandemic in Italy from the end of September 2020 to the end of January 2021. After manually filtering tweets actually describing COVID symptoms from the database - which contains words related to fever, cough and sore throat - we discuss usefulness of such filtering. We then compare our time series with the daily data of new hospitalisations in Italy, with the aim of building a simple linear regression model that accounts for the delay which is observed from the tweets mentioning individual symptoms to new hospitalisations. We discuss both the results and limitations of linear regression given that our data suggests that the relationship between time series of symptoms tweets and of new hospitalisations changes towards the end of the acquisition.
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Bettinelli, Barbara. "An analysis of the training needs of Italian secondary school teachers of English as a foreign language." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/6866.

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This thesis is concerned with the training of Italian secondary school teachers of English as a Foreign Language. It identifies the training needs and requirements of these teachers and subsequently analyses in-service training courses offered both in Italy and the UK. The, aim is to see if these courses meet the requirements and expectations of Italian trainees and, if not, to develop recommendations on how these courses could be improved. The starting point of this research is the increased recognition of the effectiveness of the non-native speaking teacher. While in the past native English speakers were perceived as the 'ideal'. teachers of the language, it has recently been recognised that non-native English speaking teachers have an equal chance of becoming successful teachers. However, there has been very little research focusing on the requirements of non-native English speaker trainees and similarly there has been minimal feedback on what works and does not work in teacher education programmes. This thesis aims to contribute to the ongoing teacher related research in order to gain a deeper understanding of the specific training requirements of Italian teachers of E.F.L., so that their full potential may be realised. The thesis illustrates in detail the Italian school system, the Modem Foreign Language undergraduate curricula and the recruitment system for teachers in Italy, three elements which play a crucial role in determining the in-service training needs of Italian teachers of E.F.L. The thesis also provides a detailed description of the Italian State Special Project for Foreign Languages (P.S.L.S.), a national training project aimed at in-service teachers of Foreign Languages. The thesis analyses data coming from surveys aimed at Italian teachers of English. One survey devised by the author was carried out among teachers attending training events at the British Council in Milan. A second survey analysed was based on data provided by the I.R.R.S.A.E. (Regional Institute for Research and In-service Training) Lombardy, resulting from a questionnaire completed by a large number of lower and higher secondary school teachers of English working in the region. The results of the analysis of these surveys provide important information about the requirements of these teachers and identify where these needs have not been satisfied in the training courses they have attended in the past. The thesis subsequently examines the training courses currently available to Italian teachers of E.F.L., both in Italy and the UK. Data coming from a survey conducted among P.S.L.S. trainers supply information about the general structure and content of these courses. The thesis also analyses material obtained from UK institutions and illustrates, and comments on, the variety of programmes of study currently available to Italian teachers of English. Suggestions are put forward on how both P.S.L.S. and UK based courses could be improved in an effort to overcome trainees' difficulties and meet their requirements and needs. The thesis concludes with recommendations for further work which include those areas where the analysis of teachers' requirements would benefit from expansion and where the evaluation proccss of existing training courses could be refined.
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Gambarotta, Patrizia. "Errors in the learning of Italian as a foreign language : a contribution to the debate on the difference between acquiring a language in natural circumstances and learning a language in a classroom." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020280/.

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The present study is based on the distinction between Second Language Acquisition (SLA), the acquisition of an L2 in a natural context, and Foreign Language Learning (FLL) in an instructed context. In the field of Applied Linguistics, there is a tendency to overlook the differences between the two contexts, both in terms of empirical research and theoretical work. Findings from SLA in a given country have been applied to FLL in another, without any questioning of the validity of the application. Although this practice has become established in the field, an analysis of the differences between SLA and FLL, both contextual and learner-related, seems to justify the need to redefine two areas of enquiry which may be related but are also distinct. In Chapter One several models of SLA are reviewed with specific reference to the notion of error within each of them, and their relevance to FLL is questioned. In Chapter Two, an attempt is made to define a model which incorporates the differences between L 1 acquisition, SLA and FLL and which seeks to categorize error sources in terms of the different socio-cognitive variables operant in each. The following two chapters contain a report of a study designed to test the proposed model and addressing the following questions: 1. can findings on errors from SLA be applied to FLL? 2. is there a correlation between errors and learning context? The study comprises two schools with instruction as the independent variable in a process-product design. Data was collected by means of questionnaires, interviews, analysis of documents, classroom observation, and tests. Findings seem to highlight that SLA and FLL should be considered as separate areas of enquiry and support an affirmative reply to question 2. The study is concluded by a series of observations on the applicability of findings to foreign language teaching.
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Solly, Martin Philip James. "Identifying and appraising teachers' and learners' perceptions of second language learning in an Italian faculty of political science." Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275152.

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La, Tegola Antonella. "L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2226.

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The purpose of this thesis was to investigate the current status of the study of Italian in Miami and particularly to identify the motivational factors behind student enrollment in local Italian programs. A qualitative study was carried out based on interviews with the local director of “Società Dante Alighieri” and four students studying Italian in two different settings. Gardner and Lambert’s (1959) concepts of instrumental and integrative motivation and the motivation components identified by Csizér and Dörnyei (2005) provided the conceptual framework for this study. According to the information obtained from the five participants the study of Italian in Miami is mostly linked to integrative motivation and particularly to the motivation components referred by Csizér and Dörnyei as “attitude toward the L2 speakers/community” and “culture interest”. These findings are in line with previous research that linked the study of Italian in the United States to cultural and ethnic factors related to integrative motivation.
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Robinson, Isabel Alice Walbaum. "Exploring students' and teachers' perceptions about engaging in a new law programme taught in English in an Italian university." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/22029.

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This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mastery and skills from monolingual to plurilingual status by promoting and improving the conditions for the learning of at least two additional foreign languages other than the mother tongue for all citizens. The case study is far-reaching in that the present need for cutting-edge methodology in the EU calls for renewed ways of articulating the curriculum to teach subjects and foreign languages. This study compares two new but very different pedagogical models, English as medium of instruction (EMI), the design adopted for teaching law in English at the Italian law programme, and Content and Language Integrated Learning (CLIL), a rival methodology which consists in the ‘integration’ of language and learning subjects within a single curriculum. Based on the data submitted, the study questions the assumption that teaching a subject in a foreign language at university automatically results in language learning. Given the nature and degree of complexity of the subjects taught in the courses researched, in satisfying the university requirements for high quality teaching and learning to achieve ‘high quality’ learning for all, there are certain conditions which impact the learning process (e.g., teaching approaches and styles, level and use of English by teachers and students, intercultural preparedness of students to work together). The study confidently predicts that without these pre-set design conditions, the type of teaching and learning methodology implemented in the programme examined, generalizable to other programmes, is destined to perpetuate poor quality delivery and unfulfilled educational goals.
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Books on the topic "Irish Italian language learning"

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Michela, Clari, ed. Collins easy learning Italian dictionary. Glasgow: HarperCollins, 2002.

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Farr, Fiona, and Máiréad Moriarty. Language, learning and teaching: Irish research perspectives. Oxford: Peter Lang, 2012.

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Karen, Primorac, ed. English grammar for students of Italian: The study guide for those learning Italian. 3rd ed. Ann Arbor, MI: Olivia and Hill Press, 2011.

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Karen, Primorac, ed. English grammar for students of Italian: The study guide for those learning Italian. 2nd ed. [Ann Arbor, Mich.]: Olivia and Hill Press, 1995.

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Italian vocabulary: A complete learning tool. Lincolnwood, IL: NTC Pub. Group, 1996.

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Collins easy learning Italian conversation. Glasgow: Collins, an imprint of HarperCollins Publishers, 2015.

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Argondizzo, Carmen. Language learning through language use: An overview of case studies. Soveria Mannelli (Catanzaro): Rubbettino, 2004.

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Siadhail, Mícheál Ó. Learning Irish: An introductory self-tutor. New Haven: Yale University Press, 1988.

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Lymbery, Sylvia. Colloquial Italian 2: The next step in language learning. New York: Routledge, 2003.

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The language and stereotype of Italians in Irish culture. Roma: Aracne, 2009.

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Book chapters on the topic "Irish Italian language learning"

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Bettoni, Camilla. "Italian Language Attrition in Sydney." In Learning, Keeping and Using Language, 75. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.09bet.

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Lopriore, Lucilla. "11. Young Italian Learners’ Foreign Language Development: A Longitudinal Perspective." In Early Language Learning, edited by Janet Enever and Eva Lindgren, 186–200. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-013.

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Ciepiela, Kamila, and Anna Ciepiela. "Changes in the Stereotype of Italians in Polish Students of Italian Philology." In Second Language Learning and Teaching, 171–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_10.

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De Toni, Francesco, Federica Verdina, Marinella Caruso, and John Kinder. "Adaptive and Mobile Learning at University: Student Experience in Italian Beginners Language Classes." In Language Policy, 259–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_17.

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Koneczniak, Grzegorz. "Internal (Post)Coloniality in Anglo-Irish Literature: Crossing the Boundaries in Postcolonial Comparative Studies." In Second Language Learning and Teaching, 35–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-21994-8_4.

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Bruen, Jennifer. "The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach." In Language Learning in Anglophone Countries, 37–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_3.

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Carbonara, Valentina. "10. Teaching Italian Language in a Bilingual Kindergarten in Turkey: A Framework for Teacher Training." In Early Language Learning and Teacher Education, edited by Subhan Zein and Sue Garton, 177–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-011.

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Walker-Morrison, Deborah, Gabriella Brussino, and Nicola Gilmour. "Best of Both Worlds? Developing Integrative Blended Learning for Beginners French, Italian and Spanish at Tertiary Level in Aotearoa/New Zealand." In Language Learning in Anglophone Countries, 359–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_18.

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Baran-Łucarz, Małgorzata. "The Mediating Effect of Culture on the Relationship Between FL Self-assessment and L2 Willingness to Communicate: The Polish and Italian EFL Context." In Second Language Learning and Teaching, 85–117. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67634-6_5.

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Lehman, Iga Maria, and Rob Anderson. "Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students." In Second Language Learning and Teaching, 139–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_9.

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Conference papers on the topic "Irish Italian language learning"

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Meluzzi, Chiara, Francesca Nicora, and Lucia Sbacco. "Learning Italian Phonetics: Dental Affricates’ Production by Irish English Speakers." In Virtual PSLLT. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/psllt.13343.

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Xu, Liang, Elaine Uí Dhonnchadha, and Monica Ward. "Faoi Gheasa an adaptive game for Irish language learning." In Proceedings of the Fifth Workshop on the Use of Computational Methods in the Study of Endangered Languages. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.computel-1.17.

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Tan, Daphne, and Kevin Meehan. "Implementing Gesture Recognition in a Sign Language Learning Application." In 2020 31st Irish Signals and Systems Conference (ISSC). IEEE, 2020. http://dx.doi.org/10.1109/issc49989.2020.9180197.

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Lo Presti, Maria Vittoria. "Autonomy in language learning: a case study with Italian as a second language." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12963.

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The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.
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Nisio, Rosalia Di. "Children’s Incidental Learning of English Through Cartoons: An Italian Case Study." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.9.

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"Motivation in Situated Immersive Games for Irish Language Learning, a DBR Approach." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.002.

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Hamed, Haiam, Abdel Moneim Helmy, and Ammar Mohammed. "Deep learning approach for Translating Arabic Holy Quran into Italian language." In 2021 International Mobile, Intelligent, and Ubiquitous Computing Conference (MIUCC). IEEE, 2021. http://dx.doi.org/10.1109/miucc52538.2021.9447650.

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Forti, Luciana, Alfredo Milani, Luisa Piersanti, Filippo Santarelli, Valentino Santucci, and Stefania Spina. "Measuring Text Complexity for Italian as a Second Language Learning Purposes." In Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4438.

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Carluccio, Antonio, and Nicoletta Cabassi. "DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE: ITALIAN STUDENTS' ASSESSMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1842.

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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Abstract:
This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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