Journal articles: 'Irish Italian language learning'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.....

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Spinelli, Giacomo, Luciana Forti, and Debra Jared. "Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian." Bilingualism: Language and Cognition 24, no. 1 (April 3, 2020): 124–36. http://dx.doi.org/10.1017/s1366728920000243.

Full text

Abstract:

AbstractLearning to pronounce a written word implies assigning a stress pattern to that word. This task can present a challenge for speakers of languages like Italian, in which stress information must often be computed from distributional properties of the language, especially for individuals learning Italian as a second language (L2). Here, we aimed to characterize the processes underlying the development of stress assignment in native English and native Chinese speakers learning L2 Italian. Both types of bilinguals produced evidence supporting a role of vocabulary size in modulating the type of distributional information used in stress assignment, with an early bias for Italian's dominant stress pattern being gradually replaced by use of associations between orthographic sequences and stress patterns in more advanced bilinguals. We also obtained some evidence for a transfer of stress assignment habits from the bilinguals’ native language to Italian, although only in English native speakers.

APA, Harvard, Vancouver, ISO, and other styles

12

Dalton, Gene, and Ann Devitt. "Gaeilge Gaming." International Journal of Game-Based Learning 6, no. 4 (October 2016): 22–38. http://dx.doi.org/10.4018/ijgbl.2016100102.

Full text

Abstract:

In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.

APA, Harvard, Vancouver, ISO, and other styles

13

O'Rian, Sean. "La politica del multilinguismo e l'apprendimento della lingua." FUTURIBILI, no. 2 (September 2009): 134–38. http://dx.doi.org/10.3280/fu2008-002014.

Full text

Abstract:

- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.

APA, Harvard, Vancouver, ISO, and other styles

14

Leone, Sabrina. "New Technologies in Learning Italian as a Foreign Language." International Journal of the Humanities: Annual Review 6, no. 9 (2009): 87–94. http://dx.doi.org/10.18848/1447-9508/cgp/v06i09/42521.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Kompara Lukančič, Mojca. "Language learning with physical activity: The case of learning Italian in tourism." Training, Language and Culture 5, no. 3 (September 27, 2021): 10–28. http://dx.doi.org/10.22363/2521-442x-2021-5-3-10-28.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bocale, Paola. "Language shift and language revival in Crimea." International Journal of the Sociology of Language 2019, no. 260 (November 26, 2019): 85–103. http://dx.doi.org/10.1515/ijsl-2019-2049.

Full text

Abstract:

Abstract This article presents observations and findings from an ongoing research on language revival among Italian new speakers in Crimea. Victim of Stalin’s mass deportations of minorities in the 1940s, the community experienced severe physical, demographic, social and cultural dislocation that led inexorably to language shift towards Russian. Through the use of ethnographic research methods, including participant observations and in-depth, semi-structured interviews, the study explores the participants’ motivations, learning experiences and language use as they are involved in the project of reviving the Italian community.

APA, Harvard, Vancouver, ISO, and other styles

17

Ihde, Thomas W. "Teacher and student roles in multimedia language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 20 (October 8, 2020): 67–85. http://dx.doi.org/10.35903/teanga.v20i.505.

Full text

Abstract:

This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences

APA, Harvard, Vancouver, ISO, and other styles

18

MARIOTTI, Marcella Maria, and Alessandro MANTELLI. "ITADICT Project and Japanese Language Learning." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 65–82. http://dx.doi.org/10.4312/ala.2.2.65-82.

Full text

Abstract:

This article aims to show how the Nuclear disaster in Fukushima (3 March 2011) affected Japanese Language teaching and learning in Italy, focusing on the ITADICT Project (Marcella Mariotti, project leader, Clemente Beghi, research fellow and Alessandro Mantelli, programmer). The project intends to develop the first Japanese-Italian online database, involving more than 60 students of Japanese language interested in lexicographic research and online learning strategies and tools. A secondary undertaking of ITADICT is its Latin alphabet transliteration of Japanese words into Hepburn style. ITADICT is inspired by EDICT Japanese-English database developed by the Electronic Dictionary Research and Development Group established in 2000 within the Faculty of Information Technology at Monash University. The Japanese-Italian database is evolving within the Department of Asian and North African Studies at Ca’ Foscari University of Venice, the largest in the country and one of the main teaching centres of Japanese in Europe in terms of the number of students dedicated to it (1800) and number of Japanese language teaching hours (1002h at B.A. level, and 387h at M.A. level). In this paper we will describe how and why the project has been carried out and what the expectations are for its future development.

APA, Harvard, Vancouver, ISO, and other styles

19

Ward, Monica, Maxim Mozgovoy, and Marina Purgina. "Can WordBricks Make Learning Irish More Engaging for Students?" International Journal of Game-Based Learning 9, no. 2 (April 2019): 20–39. http://dx.doi.org/10.4018/ijgbl.2019040102.

Full text

Abstract:

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

APA, Harvard, Vancouver, ISO, and other styles

20

Nic Aindriú, Sinéad. "The Challenges of Irish Language Acquisition for Students with Special Educational Needs in Irish-medium Primary Schools." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 176–201. http://dx.doi.org/10.35903/teanga.v28i.654.

Full text

Abstract:

This study investigated the challenges faced by students with special educational needs (SEN) when acquiring Irish as a second language (L2) in Irish-medium (IM) primary schools. Case studies were undertaken on four students with autism spectrum disorder (ASD), three with a specific speech and language disorder (SSLD), and three with dyslexia enrolled in four IM primary schools. Three of these schools were situated in the Republic of Ireland (RoI) and one was situated in Northern Ireland (NI). As part of the research, class teachers (N=10) and parents (N=9) undertook semi-structured interviews. These categories of SEN are listed within the five most frequently reported categories of SEN in IM schools. They were chosen as the focus of this study because students with these SEN often experience language and communication difficulties. Also, there is often a lot of debate as to whether bilingualism and/or learning through an L2 is appropriate for children with these categories of SEN. The research question addressed within this study was: what are the challenges faced by students with SEN learning through Irish as an L2? The findings of the present study suggest that some students with these categories of SEN can be slow at acquiring Irish as an L2 and that some do encounter challenges when learning through Irish. However, some of the challenges encountered by this group of students are also encountered by students learning through Irish without SEN. It was also reported by a number of parents and teachers, that the Irish language did not pose a challenge for some of the students.

APA, Harvard, Vancouver, ISO, and other styles

21

MURPHY, VICTORIA A., ERNESTO MACARO, SONIA ALBA, and CLAUDIA CIPOLLA. "The influence of learning a second language in primary school on developing first language literacy skills." Applied Psycholinguistics 36, no. 5 (May 15, 2014): 1133–53. http://dx.doi.org/10.1017/s0142716414000095.

Full text

Abstract:

ABSTRACTThis study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest measures of English reading accuracy and different aspects of phonological processing. In addition, there was an advantage for the L2 Italian group as their scores were higher than the L2 French group on English reading accuracy and phonological processing.

APA, Harvard, Vancouver, ISO, and other styles

22

Fina, Maria Elisa. "Comparing introductory sections in city audio guides in Italian and English." Languages in Contrast 19, no. 2 (November 7, 2018): 173–204. http://dx.doi.org/10.1075/lic.16017.fin.

Full text

Abstract:

Abstract The aim of this paper is to analyse introductory sections in Italian, British/Irish and American city audio guides from a contrastive perspective, in order to identify possible differences in the type and distribution of content. Three main content types and their corresponding subtypes were identified in the introductions of fifty professional city audio guides and were both quantitatively and qualitatively compared across the three groups. Differences between audio guides in Italian and in English are identified and discussed in reference to Hall’s ‘contexting’ theory (1983, 1990), and the findings are then compared to existing guidelines for audio guides production provided by scholars and professionals in the field. Finally, on the basis of the results, translation issues are addressed by providing a list of aspects that could be taken into account when producing English versions of Italian audio guides.

APA, Harvard, Vancouver, ISO, and other styles

23

Fischer, Dore. "Irish Images of Germany: Using Literary Texts in Intercultural Learning." Language, Culture and Curriculum 14, no. 3 (December 2001): 224–34. http://dx.doi.org/10.1080/07908310108666624.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ó Duibhir, Pádraig. "Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 56–69. http://dx.doi.org/10.35903/teanga.v24i0.43.

Full text

Abstract:

Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.

APA, Harvard, Vancouver, ISO, and other styles

25

Hennebry, Máirín. "Modern foreign language learning and European citizenship in the Irish context." Irish Educational Studies 30, no. 1 (March 2011): 83–112. http://dx.doi.org/10.1080/03323315.2011.535978.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

Full text

Abstract:

Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.

APA, Harvard, Vancouver, ISO, and other styles

27

Wagner, Suzanne Evans. "“We act like girls and we don't act like men”: Ethnicity and local language change in a Philadelphia high school." Language in Society 42, no. 4 (August 28, 2013): 361–83. http://dx.doi.org/10.1017/s0047404513000432.

Full text

Abstract:

AbstractHow is ethnicity indexed linguistically in a speech community in which immigrant L2s have typically not been spoken for three or more generations? Drawing on recordings and ethnographic observations of eighteen white high school girls in south Philadelphia, speakers of Irish descent are shown to differentiate themselves from speakers of Italian descent through their use of (ay0), that is, Canadian Raising. (ay0) is an ongoing sound change in Philadelphia and is remarkable for being a rare example of a male-led change. Irish girls exploit more male-like, backed, and raised variants as a resource for indexing their ethnic identity, which is associated locally with stereotypically masculine characteristics such as toughness. The symbolic reflection of ethnic affiliation through this subtle linguistic device makes use of both local and supralocal social meanings. (Ethnicity, adolescence, Philadelphia, Irish, Canadian Raising, gender, sound change, language, and identity)*

APA, Harvard, Vancouver, ISO, and other styles

28

Brecelj, Kaja Katarina. "Difficulties of Pronunciation of Slovenian Speakers in Learning Italian Language." Journal for Foreign Languages 5, no. 1-2 (January 16, 2014): 183. http://dx.doi.org/10.4312/vestnik.5.183-199.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Ambrosi-Randić, Neala, and Helena Ružić. "MOTIVATION AND LEARNING STRATEGIES IN UNIVERSITY COURSES IN ITALIAN LANGUAGE." Metodički obzori/Methodological Horizons 5, no. 2 (November 15, 2010): 41–50. http://dx.doi.org/10.32728/mo.05.2.2010.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.

Full text

Abstract:

Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.

APA, Harvard, Vancouver, ISO, and other styles

31

Cifariello, Alessandro. "The Role of Domenico De Vivo in Developing Russian and Italian Language Studies in the Second Half of 19th Century." Roczniki Humanistyczne 69, no. 7 (August 11, 2021): 117–29. http://dx.doi.org/10.18290/rh21697-8.

Full text

Abstract:

Very little is known about Domenico De Vivo (1839-1897). He was a disciple of the Italian linguist Giacomo Lignana and worked as a professor of Russian and English language at the Asiatic College in Naples from 1868 to 1870, and then as an Italian language lecturer at the universities of Dorpat and Odessa in the Russian Empire from 1879 until his death in 1897. De Vivo championed his ideas on language teaching and learning in his books Grammatica della lingua russa [Russian Grammar for Italians] (Dorpat, 1882) and Prakticheskoe rukovodstvo dlya izucheniya ital’yanskogo yazyka [A Practical Guide to Learning Italian] (Odessa, 1886; Odessa, 1890), and in his Dizionario Italiano-Russo. Slovar’ ital’yansko-russkiy [Italian-Russian Dictionary] (Odessa 1894). The purpose of this article is to examine De Vivo’s life and works, which represent the first recorded attempt – in De Vivo’s own words – “to promote Russian language learning in Italy and Italian language learning in Russia.”

APA, Harvard, Vancouver, ISO, and other styles

32

Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.

Full text

Abstract:

In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.

APA, Harvard, Vancouver, ISO, and other styles

33

Prendergast, Mary. "Training and developing non-Irish workers." European Journal of Training and Development 40, no. 6 (July 4, 2016): 446–67. http://dx.doi.org/10.1108/ejtd-12-2014-0080.

Full text

Abstract:

Purpose This paper aims to explore the challenges facing Irish organisations in the training and development of non-Irish workers. It analyses the importance of fluency in the host country’s language and the approach taken by organisations in relation to language training. In-depth semi-structured interviews provide significant insights for the policies and practices of multiple stakeholders. Design/methodology/approach The empirical research comprised 33 in-depth interviews conducted with employers, employees, trade unions and regulatory bodies, and an objective content analysis provided insights into the challenges Irish organisations face in the training and development of non-Irish workers. Findings The results indicate that Irish organisations are given little advice or support regarding the development of non-Irish workers. The study concludes that organisations should re-consider current approaches to cultural diversity training and development of these workers, prioritising the provision of English language training for these workers. The study maintains that an understanding of cultural differences is a vital component in the training of this cohort of workers. Research limitations/implications Further research is required in this area. This could include an investigation into the levels of transfer of learning upon completion of training programmes for non-Irish workers, and an evaluation of the understanding of cultural learning styles among trainers. Practical implications Learning and development (L&D) initiatives are dependent on English language supports, which will ultimately be central to the successful training and development of non-Irish workers, and provision of affordable high-quality English language classes is crucial. An understanding of cultural differences, diversity and inclusion is equally important if this cohort of workers is to thrive in an Irish working environment. Social implications The government's role must be considered a priority, assisting organisations in relation to their strategies for L&D. Originality/value There has been a paucity of research on the issue of L&D for migrant workers in an Irish context. This paper contributes to the discussion and provides guidelines for employers and opinions for policymakers.

APA, Harvard, Vancouver, ISO, and other styles

34

Walsh, John, and Laoise Ní Dhúda. "‘New speakers’ of Irish in the United States: practices and motivations." Applied Linguistics Review 6, no. 2 (June 1, 2015): 173–93. http://dx.doi.org/10.1515/applirev-2015-0009.

Full text

Abstract:

AbstractThis paper examines the experiences and motivations of ‘new speakers’ of Irish in the United States. ‘New speakers’ of Irish refer to those whose first language is not Irish but who use the language regularly and fluently. Based on ethnographic fieldwork carried out among Irish speakers in five locations across the United States, the paper begins by describing the language backgrounds of participants. It goes on to analyse their use of Irish and their motivations for learning it and considers the links between practice and ideology. Although Irish heritage and culture are often strong motivating factors for Americans to learn Irish, not all learners are Irish American and only some advance to a level of competence high enough to adopt Irish as family or home language and/or attempt to influence the language ideologies of others. High and active competence is linked to deep personal dedication and is achieved despite significant obstacles facing those who wish to become new speakers of Irish in the United States. This research is part of a broader European project about the practices and ideologies of ‘new speakers’ from a range of languages.

APA, Harvard, Vancouver, ISO, and other styles

35

De Fina, Anna, Giuseppe Paternostro, and Marcello Amoruso. "Learning How to Tell, Learning How to Ask: Reciprocity and Storytelling as a Community Process." Applied Linguistics 41, no. 3 (February 4, 2020): 352–69. http://dx.doi.org/10.1093/applin/amz070.

Full text

Abstract:

Abstract In this article, we discuss the discursive processes that surround storytelling of traumatic experiences in the case of minor asylum seekers involved in the recent migration flow to Italian ports. We argue that in order to understand not only how traumatic experiences are told but also how they are overcome, it is necessary to focus on the reciprocal relationships and impact of the members of the communities in which migrants are received. Such approach shifts the focus from the content of stories toward the protagonists of their tellings and from asylum seekers as ‘subjects’ to asylum seekers as members of communities to which they and others contribute. The article is based on narrative data collected through an ongoing project with teachers, researchers, and minor asylum seekers involved in a school of Italian Language for Foreigners in Palermo.

APA, Harvard, Vancouver, ISO, and other styles

36

Formato, Giuseppe. "Instilling Critical Pedagogy in the Italian Language Classroom." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1117. http://dx.doi.org/10.17507/jltr.0906.01.

Full text

Abstract:

This article explores theoretical underpinnings for the use of critical pedagogy in the Italian language learning classroom. Its description of various components of critical theory lends a historical context for critical pedagogy, particularly in the arguments of Gramsci and the Frankfurt School, that contrast with positivist tenets. These critical elements extend to the classroom in a Freirian framework, including concepts such as banking, coding, and conscientization. Such lenses apply to the realm of foreign language teaching, particularly aspects of transformative learning. Issues surrounding materials design are also considered. Avenues and opportunities for critical thinking are explored through lesson plan ideas, as well as possible thematic unit topic suggestions in Italian courses. This paper concludes with questions for future research by language scholars in the field of education, in addition to a call to action for educators of Italian.

APA, Harvard, Vancouver, ISO, and other styles

37

Cardoso, Aparecida. "Affectivity and learning of foreign language: the teaching of the Italian language in the state university of Rio de Janeiro." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 3–6. http://dx.doi.org/10.33531/farplss.2018.3.01.

Full text

Abstract:

Learning a foreign language can be determined by factors such as work need, academic interest or personal interest. However, regardless of the first motivation for the study, learning is strongly linked to questions that involve the level of the affective filter that acts to determine the type of relationship that the student will develop with the language he or she studies. The higher the affective filter, the greater the barriers to learning. In the case of the students of Italian of the State University of Rio de Janeiro, one has the fact that about 40 percent of the total of students do not choose the Italian language as a first option. This fact is an important challenge that focuses on the creative capacity of the teacher to create mechanisms that develop the interest of the student. In our teaching practice, especially in the didactic classes of Italian as a foreign language, we create mechanisms of motivation through theoretical reflection that becomes practice allowing the student to become a subject of his own formation allowing him to establish a positive bond of affection with the Italian language.

APA, Harvard, Vancouver, ISO, and other styles

38

GOODLUCK, HELEN, EITHNE GUILFOYLE, and SÍLE HARRINGTON. "Merge and binding in child relative clauses: the case of Irish." Journal of Linguistics 42, no. 3 (October 13, 2006): 629–61. http://dx.doi.org/10.1017/s002222670600421x.

Full text

Abstract:

This study investigates whether children learning Irish as a first language show a preference for one or other of the two mechanisms for relative clause formation used in the adult language (movement and binding), and what details of the grammar of Irish relative clauses children are sensitive to. Our results suggest that Irish-speaking children have acquired both a movement and a binding mechanism for relativization by age five, and that they additionally have a non-movement mechanism for forming subject relatives, one that is not licensed in adult Irish. The data is discussed in the context of other studies of relativization in child language, cross-linguistic evidence and the computation of binding structures in language production and processing.

APA, Harvard, Vancouver, ISO, and other styles

39

Haller, Hermann W. "Book Reivew: Using and Learning Italian in Australia." Forum Italicum: A Journal of Italian Studies 39, no. 1 (March 2005): 273–76. http://dx.doi.org/10.1177/001458580503900124.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

D'Agostino, Lorenzo, and Daniela Santus. "Teaching geography and blended learning: interdisciplinary and new learning possibilities." AIMS Geosciences 8, no. 2 (2022): 266–76. http://dx.doi.org/10.3934/geosci.2022016.

Full text

Abstract:

<abstract> <p>The pandemic due to Covid-19 ushered Italian universities into the world of digital education, with geography being one of the disciplines that derived multiple benefits from a worldwide, technological transition. Our contribution focuses on the Turin experience of Cultural Geography teaching for the degree-courses of Languages and Cultures for Tourism (Undergraduate course) and of International Communication for Tourism (Master's degree-course). It highlights how the combined use of Moodle, WebEx, Google Earth, and Instagram stimulated an interest in a traditionally neglected subject, but also offers food for thought on the use of the same technologies in teaching Italian language, through geography, in US universities.</p> </abstract>

APA, Harvard, Vancouver, ISO, and other styles

41

Harris, John. "The declining role of primary schools in the revitalisation of Irish." AILA Review 21 (December 31, 2008): 49–68. http://dx.doi.org/10.1075/aila.21.05har.

Full text

Abstract:

Although the vast majority of people in Ireland have at least some knowledge of Irish, only a small minority speak it as a community language (in Gaeltacht areas in the west) or in the more widely dispersed Irish-speaking households in the large English speaking area. Primary schools have had a central role in language revitalisation since the late 19th century, by transmitting a knowledge of the language to each new generation. This paper examines how well primary schools have performed in recent decades. Results of a national comparative study over a 17 year period show that there has been a long-term decline in pupil success in learning Irish (speaking and listening) in ‘ordinary’ schools. Proficiency in Irish in all-Irish immersion schools in English-speaking areas have held up well despite rapid expansion. Reasons for the decline in ordinary schools include time pressures in the curriculum, a reduction in Irish-medium teaching, changing teacher attitudes and a lack of engagement by parents. The changing role of the Department of Education and Science in relation to Irish and the rapid evolution of new educational structures, have also have had negative effects. Implications for the revitalisation of Irish are discussed.

APA, Harvard, Vancouver, ISO, and other styles

42

McDermott, Philip. "‘Irish isn't spoken here?’ Language policy and planning in Ireland." English Today 27, no. 2 (June 2011): 25–31. http://dx.doi.org/10.1017/s0266078411000174.

Full text

Abstract:

A 2003 Irish short film called Yu Ming is Ainm Dom (My name is Yu Ming) by director Daniel O'Hara describes the experiences of a young Chinese man called Yu Ming who comes to Ireland in search of work. As he prepares to leave China he reads in a travel guide that Gaeilge (or Irish) is the first official language of Ireland and therefore sets out on an intensive learning course. On his arrival in Dublin Yu Ming is delighted to see public signage in Irish that he can understand. At the airport he finds his bealach amach (Way Out) and catches a bus to an lár (the city centre). However, his initial communication with local people in perfect Irish is met with strange looks and confusion with many Dubliners under the impression that they are listening to Chinese. Yu Ming eventually begins a conversation in Irish with an old man in a pub who explains to a perplexed Yu Ming that “Ní labhraítear Gaeilge anseo, labhraítear Béarla anseo – ó Shasana!” (“Irish isn't spoken here – English is spoken here, from England!”). Yu Ming leaves Dublin and finds work in rural western Ireland where the old man has suggested he should go.

APA, Harvard, Vancouver, ISO, and other styles

43

Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (December 13, 2021): 13766. http://dx.doi.org/10.3390/su132413766.

Full text

Abstract:

We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.

APA, Harvard, Vancouver, ISO, and other styles

44

Boberg, Charles. "Ethnic divergence in Montreal English." Canadian Journal of Linguistics/Revue canadienne de linguistique 59, no. 1 (March 2014): 55–82. http://dx.doi.org/10.1017/s0008413100000153.

Full text

Abstract:

AbstractThis article reports on a study of ethnic variation in the phonetics of Montreal English. The speech of 93 native speakers of Montreal English from three ethnic groups, British-Irish, Italian and Jewish, was recorded and subjected to acoustic analysis. Several statistically significant differences among the ethnic groups were identified. The present paper undertakes an apparent-time analysis of these differences, to see whether they are getting smaller over time, as might be expected under the assumption that post-immigrant generations gradually assimilate to the linguistic and cultural patterns of their adopted homelands. While Jewish Montrealers show some signs of convergence with the British-origin standard, Italians — especially young Italian men—appear to be diverging from that model. It is suggested that the unusual persistence and even intensification of ethno-phonetic variation in English-speaking Montreal reflects both the residential and social self-segregation of its ethnic communities and the local dominance of French.

APA, Harvard, Vancouver, ISO, and other styles

45

Palladino, Paola, and Cesare Cornoldi. "Working memory performance of Italian students with foreign language learning difficulties." Learning and Individual Differences 14, no. 3 (January 2004): 137–51. http://dx.doi.org/10.1016/j.lindif.2004.01.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Perifanou, Maria A. "My Personal Mobile Language Learning Environment." International Journal of Virtual and Personal Learning Environments 2, no. 4 (October 2011): 49–62. http://dx.doi.org/10.4018/jvple.2011100105.

Full text

Abstract:

Mobile devices can motivate learners through moving language learning from predominantly classroom–based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to learning. A key challenge for language teachers is to actively explore the potential of mobile technologies in their own learning so that they can support students in using them. The aim of this paper is first to describe the basic theoretical framework of Mobile Learning and Personal Learning Environments. Secondly, it intends to assist language teachers and learners in building their own Mobile Personal Learning Environment providing a useful classification of iPhone applications with a description and examples. The paper concludes with the proposal of ideas for practical, personal language learning scenarios, piloted in an Italian language learning context.

APA, Harvard, Vancouver, ISO, and other styles

47

MACKAY, IAN R. A., and JAMES E. FLEGE. "Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression." Applied Psycholinguistics 25, no. 3 (June 2004): 373–96. http://dx.doi.org/10.1017/s0142716404001171.

Full text

Abstract:

The primary aim of this study was to account for the finding that late bilinguals produce longer English sentences than early bilinguals. In Experiment 1, Italians who immigrated to Canada either between the age of 2–13 years (“early bilinguals”) or 15–28 years (“late bilinguals”) repeated matched English and Italian sentences following an aural model. The early bilinguals produced shorter English than Italian sentences, whereas the late bilinguals showed the opposite pattern. The same countervailing pattern was evident in Experiment 2, where bilinguals shortened sentences by 20% when instructed to repeat sentences as rapidly as possible. Subgroups of bilinguals who reported using Italian oftenM=46% Italian use) but not seldom (M=8%) were found to have produced significantly longer English sentences than native English (NE) speakers did. The results were interpreted to mean that the late bilinguals produced longer English sentences than the early bilinguals because they needed to expend more resources to suppress their Italian subsystem than the early bilinguals. The perceptual effect of sentence duration was evaluated in Experiment 3, where pairs of English sentences differing in duration were presented to NE-speaking listeners for foreign accent ratings. A 10% shortening caused sentences spoken by late bilinguals to sound less foreign accented but it caused sentences spoken by early bilinguals to sound more foreign accented.

APA, Harvard, Vancouver, ISO, and other styles

48

Ó Riain, Seán. "Irish and Scottish Gaelic." Language Problems and Language Planning 33, no. 1 (April 27, 2009): 43–59. http://dx.doi.org/10.1075/lplp.33.1.03ori.

Full text

Abstract:

This survey discusses the motives and consequences of the 13 June 2005 decision to include Irish among the EU’s official and working languages, and the 15 July 2008 decision to upgrade the status of languages recognised by law in the UK, such as Welsh and Scottish Gaelic. It also looks at the current state of Irish and Scottish Gaelic. Irish’s new EU status coincides with increased support at the top political level in Ireland. A tentative conclusion is that this happy coincidence could enhance the practical role of Irish, which in turn could exercise a knock-on positive effect on Scottish Gaelic. The continuing decrease in the use of Irish by young people in the Gaeltacht (Irish speaking regions), due to the unrelenting pressure of English, is a matter for deep concern, as is the failure of the authorities over many years to appreciate that language use, and not just language learning, needs to be planned. This may now be changing: expanded use of Irish in the electronic media, the structures put in place by the Official Languages Act of 2003, and Irish Government work on a 20-year strategic plan for Irish, together with continuing progress at EU level, give grounds for hope. To sum up: much has been done, but much remains to be done.

APA, Harvard, Vancouver, ISO, and other styles

49

Kirwan, Déirdre. "Multilingual environments: benefits for early language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 38–57. http://dx.doi.org/10.35903/teanga.v10i0.69.

Full text

Abstract:

Since the mid-1990s, Scoil Bhríde (Cailíní), a primary school in the suburbs of Dublin, has experienced an unprecedented increase in the level of linguistic and cultural diversity in its pupil body. This paper explains how, in responding to this new phenomenon, an integrated approach to language learning was developed in the school in cooperation with teachers, pupils and parents. The school’s language policy had two overarching goals: To ensure that all pupils become proficient in the language of schooling To exploit the linguistic diversity of the school for the benefit of all pupils Welcoming the plurilingual repertoires of all learners involves the inclusion of home languages in curriculum delivery, and the classroom procedures that facilitate family involvement are described in the present article. The extent to which all languages of the school community are equally valued in light of this programme are examined, including the Irish language, language awareness, and learner autonomy. Issues arising from this approach to linguistic diversity are discussed in addition to implications for practice, policy and further research.

APA, Harvard, Vancouver, ISO, and other styles

50

Mitchell, David, and Megan Miller. "Reconciliation through language learning? A case study of the Turas Irish language project in East Belfast." Ethnic and Racial Studies 42, no. 2 (December 15, 2017): 235–53. http://dx.doi.org/10.1080/01419870.2017.1414278.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Irish Italian language learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles