Journal articles on the topic 'Italian language'
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1
Mező, Péter Dániel. "L'EFFETTO DEI SOCIAL MEDIA SULLA LINGUA ITALIANA." Különleges Bánásmód - Interdiszciplináris folyóirat 8, no. 2 (June 30, 2022): 123–28. http://dx.doi.org/10.18458/kb.2022.2.123.
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Il presente studio ha valutato le caratteristiche e gli atteggiamenti nell'uso della lingua di n = 97 madrelingua italiani in relazione all'interazione tra i social media e la lingua italiana. I risultati mostrano che i social media hanno solo una piccola influenza sull'uso della lingua degli intervistati e non è chiaro se gli utenti della lingua vedano il cambiamento nella lingua italiana come un'evoluzione o una regressione.
THE IMPACT OF SOCIAL MEDIA ON THE ITALIAN LANGUAGE
In the Italian-language study, n = 97 native-speaking Italian respondents were assessed for their language use characteristics and attitudes in relation to the interaction between Social Media and the Italian language. The results show that Social Media has only a small influence on the language use of the respondents and it is not clear whether language users see the change in the Italian language as evolution or regression.
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Crestani, Valentina. "LINGUAGGIO SENSIBILE AL GENERE? SVILUPPI E LIMITI NELLA LEICHTE SPRACHE TEDESCA E NEL LINGUAGGIO FACILE ITALIANO." Italiano LinguaDue 16, no. 1 (June 23, 2024): 186–202. http://dx.doi.org/10.54103/2037-3597/23833.
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La Leichte Sprache tedesca e il linguaggio facile italiano sono forme di semplificazione linguistica: i testi prodotti in queste varietà seguono le regole contenute nelle linee guida (ad esempio quelle di Inclusion Europe) che variano, almeno in parte, a seconda della lingua. Molte delle linee guida sulla Leichte Sprache offrono indicazioni sull’utilizzo del linguaggio sensibile al genere, mentre le linee guida sul linguaggio facile italiano non danno alcuna indicazione. Partendo da questa diversità, il presente saggio analizza l’uso del linguaggio sensibile al genere in due corpora: il primo è un corpus parallelo di testi in Leichte Sprache e in linguaggio facile italiano prodotti in Alto Adige, il secondo è un corpus comparabile di guide ai musei tedeschi ed italiani in Leichte Sprache e in linguaggio facile italiano. L’analisi delle denominazioni di persona evidenzia gli influssi dei testi tedeschi sui testi italiani nel corpus parallelo, anche se vi sono casi di discrepanza nelle strategie utilizzate (ad esempio: Beraterinnen und Berater reso in italiano con i consulenti). I testi del corpus comparabile mostrano una prevalenza di denominazioni al maschile con percentuali similari in tedesco e in italiano. I risultati delle due analisi sono da collocare entro i limiti delle possibilità poste dai corpora stessi: la presenza scarsa di materiale autentico in lingua facile italiana non permette (ancora) di svolgere indagini su corpora più grandi e su generi testuali e comunicativi che potrebbero dare luogo a usi più variegati del linguaggio sensibile al genere (ad esempio siti web di Amministrazioni pubbliche, di Università ecc.). Ricerche future a carattere contrastivo su corpora più ampi sono necessarie per monitorare gli sviluppi nell’utilizzo del linguaggio sensibile al genere. Gender-sensitive language? Developments and Limits in the German Leichte Sprache and Italian Easy Language German Easy Language and Italian Easy Language are forms of linguistic simplification: texts produced in these varieties follow the rules contained in guidelines (e.g. those of Inclusion Europe) that vary, at least in part, according to the language. Many of the guidelines on German Easy Language give indications on the use of gender-sensitive language, while the guidelines on Italian Easy Language do not give any indication. Moving from this difference, this essay analyses the use of gender-sensitive language in two corpora: the first is a parallel corpus of texts in German and Italian Easy Language produced in South Tyrol, the second is a comparable corpus of German and Italian museum guides in German and Italian Easy Language. The analysis of the human nouns shows the influences of the German texts on the Italian texts in the parallel corpus, even though there are examples discrepancies in the strategies used (e.g. Beraterinnen und Berater rendered in Italian with the generic masculine i consulenti). The texts in the comparable corpus show a prevalence of masculine nouns with similar percentages in German and Italian. The results of the two analyses are to be placed within the limits of the possibilities posed by the corpora themselves: the scarce presence of authentic texts in Italian Easy Language does not (yet) allow investigations on larger corpora and on textual and communicative genres that could give rise to more varied uses of gender-sensitive language (e.g. websites of public administrations, universities, etc.). Future contrastive research on larger corpora is needed to monitor developments in the use of gender-sensitive language.
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Mahmood, Bahaa Najem, and Giuseppe Maugeri. "Diffusion of Italian language through literary texts." Journal of the College of languages, no. 49 (January 2, 2024): 37–58. http://dx.doi.org/10.36586/jcl.2.2024.0.49.0037.
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This work intends to illustrate the methods of using the authentic literary text in the process of spreading Italian, especially in Baghdad where there is a strong propensity to learn the Italian language. The concept of the language that arises from literature is an idea closely linked to the mentality of the Arab learner towards Italian culture: an idea also created by the first Arabisations of literary texts in the early years of the previous century. The research was carried out in Baghdad by two researchers, an Italianist from Baghdad and an Italian mother language linguist, with the aim of bringing together the two sectors in favor of the diffusion of the Italian language. The study also aims to clarify the models from Italian literature most welcomed by those who study Italian in Iraq. In addition to making clear the conceptual phases of what is meant by a literary text in the process of dissemination of a language, and how to expand the literary canon by referring to the corpus of the language of the different genres of Italian literature. Il presente lavoro intende illustrare le modalità d’impiego del testo letterario autentico nel processo di diffusione dell’italiano, soprattutto a Baghdad dove si sta assistendo ad una forte propensione all’apprendimento della lingua italiana. Il concetto della lingua che nasce dalla letteratura è un’idea molto legata alla mentalità dell’apprendente arabo nei confronti della cultura italiana: idea creata anche dalle prime arabizzazioni dei testi letterari ai primi anni del secolo precedente. La ricerca è stata eseguita a Baghdad da due ricercatori, un italianista di Baghdad ed un linguista italiano, allo scopo di riunire i due settori a favore della diffusione della lingua italiana. Lo studio vorrà anche chiarire i modelli dalla letteratura italiana più accolti da chi studia l’italiano in Iraq. Oltre a rendere evidenti le fasi concettuali di che cosa si intende per testo letterario nella disseminazione di una lingua, e come ampliare il canone letterario facendo riferimento al corpus del linguaggio dei diversi generi della letteratura italiana.
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Viscera, Angela. "MAECI E INIZIATIVE DI PROMOZIONE LINGUISTICO-CULTURALE: L’INSEGNAMENTO DELL’ITALIANO IN BELGIO." Italiano LinguaDue 15, no. 1 (June 26, 2023): 130–46. http://dx.doi.org/10.54103/2037-3597/20381.
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In una prospettiva di analisi dei processi linguistici fuori dai confini nazionali, non possiamo non esplorare la situazione migratoria che si è avuta in Belgio a seguito degli accordi bilaterali del 1946 con l’Italia. Particolare interesse desta la questione del mantenimento della lingua d’origine degli immigrati italiani. Il presente contributo illustra, in primo luogo, come lo stato italiano è intervenuto al fine di promuovere e attuare iniziative per l’apprendimento e la diffusione della lingua e della cultura italiana all’estero, giungendo, nel corso degli anni, a stipulare accordi di partenariato con il Belgio francofono. Successivamente vengono presentati e discussi i risultati di un’indagine effettuata, secondo una prospettiva sociolinguistica, sugli apprendenti di lingua e cultura italiana a livello di scuola primaria e secondaria nella circoscrizione consolare di Bruxelles. La ricerca, condotta su un campione di 449 studenti, è volta a comprendere qual è la tipologia di utenti che frequenta i corsi extrascolastici tenuti da insegnanti MAECI (docenti di ruolo nella scuola italiana e distaccati all’estero per un determinato periodo di tempo), qual è la loro lingua di eredità culturale, ovvero se sono in maggioranza italiani, di origine italiana o stranieri, italofoni o non italofoni, descrivendone, pertanto, le loro abitudini linguistiche. La ricerca indaga anche sulla motivazione che spinge gli studenti a frequentare tali corsi. Ne risulta un quadro della situazione linguistica dei corsisti che offre spunti interessanti di riflessione.
MAECI and linguistic-cultural promotion initiatives: teaching Italian in Belgium
In order to analyse linguistic processes outside the national borders, an accurate exploration of the migratory situation occurring in Belgium following the 1946 bilateral agreements with Italy must be performed. Of particular interest is the question of maintaining the language of origin of Italian immigrants. This paper first illustrates how the Italian state has intervened to promote and implement initiatives for the learning and dissemination of Italian language and culture abroad, going so far over the years as to enter into partnership agreements with French-speaking Belgium. Afterwards, the results of a survey conducted from a sociolinguistic perspective on Italian language and culture at the primary and secondary school level in the Brussels consular district are presented and discussed. The research, conducted on a sample of 449 students, is aimed at understanding what type of users attend extracurricular courses taught by MAECI teachers (teachers in the Italian school and detached abroad for a certain period of time), what is their language of cultural inheritance, i.e. whether they are mostly Italian, of Italian origin or foreigners, Italian-speaking or non-Italian-speaking, thus describing their language habits. Furthermore, the research investigates the motivation behind the choice made by the students to follow such classes. As a result, a complete picture of the linguistic situation of MAECI students is provided which offers interesting insights for reflection.
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Wang, Jinxiao. "INSEGNARE LA LINGUA ITALIANA NELLA REPUBBLICA POPOLARE CINESE: CASE STUDY DEL DIPARTIMENTO DI ITALIANO DELLA BEIJING FOREIGN STUDIES UNIVERSITY TRA IL 1962 E IL 2022." Italiano LinguaDue 14, no. 1 (July 26, 2022): 360–97. http://dx.doi.org/10.54103/2037-3597/18184.
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Il presente articolo illustra la storia dell’insegnamento della lingua italiana nella Repubblica Popolare Cinese, con particolare riferimento alle testimonianze raccolte dal 1962 al 2022 nel Dipartimento di italiano della Beijing Foreign Studies University, una delle prime università cinesi ad insegnare la lingua e la letteratura italiana. Utilizzando le fonti archivistiche dell’Ateneo e le fonti orali dei testimoni, l’autrice ricostruisce la storia del sopracitato Dipartimento in tre fasi, in stretto contatto con l’ambiente cinese e con il contesto del rapporto tra Italia e Cina, sottolineando in ogni fase gli aspetti connessi alle condizioni di ammissione degli studenti, della qualificazione dei docenti, dei lavori lessicografici, dei materiali didattici e delle metodologie glottodidattiche.
Teaching Italian language in the people’s republic of China: a case study at the department of Italian at Beijing foreign studies university between 1962 and 2022
This paper illustrates the history of Italian language teaching in the People’s Republic of China, with particular reference to evidence gathered from 1962 to 2022 at the Department of Italian at Beijing Foreign Studies University, one of the first Chinese universities to teach Italian language and literature. Using the archival sources of the University and the oral sources of witnesses, the author reconstructs the history of the aforementioned Department in three phases, in close contact with the Chinese environment and within the context of the relationship between Italy and China, emphasizing in each phase the aspects related to the conditions for the admission of students, the qualification of teachers, lexicographic works, teaching materials and language teaching methodologies.
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Ni, Yang, and Letizia Vallini. "“NUOVI” ITALIANI TRA ITALIA E CINA: LINGUA E IDENTITÀ DI UNA NUOVA ITALIANITÀ." Italiano LinguaDue 15, no. 1 (June 26, 2023): 288–309. http://dx.doi.org/10.54103/2037-3597/20392.
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L’Italia, con la sua posizione strategica dal punto di vista geopolitico ed economico, è da più di trent’anni meta d’immigrazione, pur continuando al contempo a essere paese di emigrazione. Sebbene la Cina del XXI secolo non si collochi tra i primi Paesi quale meta d’emigrazione italiana, nell’ultimo decennio la presenza della popolazione italiana in Cina è in continuo aumento. Il presente contributo si propone di delineare un profilo sociolinguistico degli emigrati italiani in Cina, in cui si vuole mettere in luce non solo la vitalità e la dinamicità delle varietà dell’italiano, ma anche il contatto tra la comunità italiana e le varietà del paese ospitante. L’indagine si concluderà con uno studio di caso basato su un’intervista qualitativa a una coppia genitore-figlio rappresentanti la prima e seconda generazione di emigrati italiani in Cina. L’intervista è finalizzata ad approfondire l’importanza delle varietà dell’italiano nella trasmissione intra-familiare e nella vita quotidiana, e come la lingua possa plasmare il processo di creazione dell’identità personale.”
“New” Italians between Italy and China: language and identity of a new italianity
Italy, with its strategic position from a geopolitical and economic point of view, has been a destination for immigrants for more than thirty years, while also continuing to be a country of emigration. Although 21st-century China does not rank among the first countries as a destination for Italian emigration, the presence of the Italian community in China has seen a continuous increase in the last decade. This contribution aims at outlining a sociolinguistic profile of Italian emigrants in China, in which we want to highlight not only the vitality and dynamism of the varieties of the Italian language but also the contact between the Italian community and the linguistic varieties of the host country. The contribution will end with a case study based on a qualitative interview with a parent-child pair representing the first and second generation of Italian emigrants in China. The interview aims at investigating the importance that the varieties of Italian have in intra-family transmission and daily life, and how a language can shape personal identity.
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Orrù, Paolo. "UN’INDAGINE SULL’INSEGNAMENTO DELL’ITALIANO IN UNGHERIA." Italiano LinguaDue 15, no. 1 (June 26, 2023): 161–78. http://dx.doi.org/10.54103/2037-3597/20385.
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Sono ormai svariate le meritorie esperienze di ricerca sulle comunità italiane all’estero, soprattutto in contesti in cui il fenomeno ha conosciuto una considerevole estensione. Ma tra tutte le realtà censite fino ad ora, sembra risultare ancora assente un’indagine sul contesto ungherese; nonostante la dimensione dell’emigrazione e dei contatti tra Italia e Ungheria non appaiano quantitativamente notevoli, il legame tra le due nazioni è storicamente radicato e ancora oggi molto vivace. Il legame tra Italia e Ungheria è oggi molto saldo, si contano oltre 2.500 aziende (di piccole, medie o grandi dimensioni). Secondo i dati ISTAT e AIRE circa 400 persone ogni anno trasferiscono la propria residenza in Ungheria e negli ultimi 5 anni la presenza italiana è aumentata di oltre un terzo. Il contributo intende però offrire un focus specifico e approfondito sullo studio dell’italiano in Ungheria. In un contesto globale in cui lo studio della lingua italiana sembra recedere, l’Ungheria rappresenta, invece, un’interessante eccezione. Sono, infatti, centinaia gli istituti in cui l’italiano viene insegnato come seconda (o addirittura prima) lingua straniera. L’italiano è al centro di programmi di studi universitari ed esistono Dipartimenti di Italianistica nelle principali Università del paese, a cui si aggiunge l’attività di scuole private e dell’Istituto Italiano di Cultura di Budapest. Grazie all’uso di statistiche e censimenti ufficiali e di un questionario ad hoc disseminato nella comunità degli insegnati tenteremo di ricostruire, anche in chiave diacronica, la situazione dell’insegnamento dell’italiano in Ungheria.
A survey on Italian teaching in Hungary
Among the several meritorious research experiences on the study of Italian abroad, up to now, a wide-ranging investigation into the Hungarian context still seems to be absent. Although the size of emigration and contacts between Italy and Hungary do not appear quantitatively significant at first sight, the link between the two nations is historically rooted and is still very lively today. There are over 2.500 Italian companies (small, medium or large) in Hungary and according to ISTAT and AIRE data, around 400 people transfer their residence to the Magyar country every year: in the last 5 years the Italian presence has increased by over a third. The contribution intends to offer a specific and in-depth focus on the study of Italian in Hungary. In a global context in which interest in the Italian language seems to be declining, Hungary represents an exception. In fact, there are over a hundred schools where Italian is taught as a second (or even first) foreign language. Italian is at the center of university study programs and various Departments of Italian Studies are active in the main universities of the country, in addition to the activity of private schools and the Italian Cultural Institute in Budapest. Thanks to the use of official statistics and censuses and an ad hoc questionnaire disseminated in the community of teachers, we will try to reconstruct, also in a diachronic key, the situation of teaching Italian as a foreign language in Hungary.
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Galli, Sara. "DEGENDERIZING THE ITALIAN SYLLABUS: REFLECTIONS AND SUGGESTIONS ON HOW TO MAKE THE ITALIAN LANGUAGE MORE INCLUSIVE IN ITALIAN COURSES." Italiano LinguaDue 14, no. 1 (July 28, 2022): 1142–47. http://dx.doi.org/10.54103/2037-3597/18341.
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The first step in designing a course is writing the syllabus. This involves deciding the subject matter, the topics covered and the objectives. Today, it is more than ever important also to focus our attention on writing our syllabi to be as inclusive as possible to make all students feel welcome and safe. Furthermore, the materials in of some textbooks do not reflect contemporary Italian society both in language exercises (i.e., not allowing for answers like “voi vi siete sposate”) and in cultural readings (i.e., the woman takes care of the family). This paper focuses on providing suggestions on ways to degenderize an Italian language syllabus and to promote gender equity. Moreover, part of this article focuses on resources and activities to propose in class to help students understand the contemporary Italian society and reflect on the use of the Italian language in the LGBTQIA+ Italian community.
Degenerizzare il syllabus di italiano: riflessioni e suggerimenti su come rendere la lingua italiana più inclusiva nei corsi di italiano
La prima cosa da fare quando si progetta un corso è scriverne il sillabo. Si decide l’argomento delle classi, gli argomenti che si tratteranno e gli obiettivi. Nella società contemporanea è ancora più importante porre la nostra attenzione nello scrivere i nostri sillabi nel modo più inclusivo possibile in modo da far sentire tutti gli studenti benvenuti e sicuri. Inoltre, i materiali presenti in molti libri di testo non riflettono la società italiana contemporanea sia negli esercizi di lingua (per esempio non accettando come corrette risposte come “voi vi siete sposate”) che nelle letture culturali (per esempio “la donna si occupa della famiglia). Questo breve articolo si concentra sul dare suggerimenti su metodi per “degenerizzare” un sillabo di un corso di lingua italiana e promuovere l’equità di genere. Inoltre, una parte di questo articolo suggerisce una serie di risorse e attività che possono essere proposte in classe per aiutare gli studenti a capire la società italiana contemporanea, e per riflettere sull’uso della lingua italiana nella comunità LGBTQIA+.
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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.
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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.”
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Goglia, Francesco. "LA ONWARD MIGRATION DI NUOVI ITALIANI IN INGHILTERRA: RISTRUTTURAZIONE DI REPERTORI LINGUISTICI COMPLESSI E MANTENIMENTO LINGUISTICO." Italiano LinguaDue 15, no. 1 (June 26, 2023): 65–81. http://dx.doi.org/10.54103/2037-3597/20376.
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Questo articolo si concentra sugli effetti della onward migration sui repertori linguistici delle famiglie di nuovi italiani che sono emigrate in Inghilterra dopo un lungo periodo di vita in Italia. Prendendo in esame interviste sociolinguistiche condotte con i figli maggiori di queste famiglie, lo studio dimostra che l'italiano viene mantenuto nel dominio familiare, soprattutto tra coloro che hanno trascorso più tempo in Italia. I fratelli maggiori aiutano i loro fratelli minori a mantenere la loro competenza nell’italiano e possono utilizzare una combinazione di lingue della famiglia quando comunicano con i genitori quando questi non parlano fluentemente l’inglese. Inoltre, l’italiano continua ad essere nelle conversazioni con gli amici sia in Inghilterra che in Italia e vengono anche sostenuti esame di italiano a scuola. Mentre i dialetti italo-romanzo sono assenti dai repertori linguistici di queste famiglie, altre lingue d’eredità continuano ad essere parlate dai genitori tra loro e con i propri figli; tuttavia, il livello di mantenimento varia a seconda dell’origine etnica di ciascuna famiglia. Per alcuni partecipanti, il trasferimento in Inghilterra li ha anche portati a riscoprire le proprie radici linguistiche.
THE ONWARD MIGRATION OF NEW ITALIANS TO ENGLAND: RESTRUCTURING OF COMPLEX LINGUISTIC REPERTOIRES AND LANGUAGE MAINTENANCE
This article focuses on the effects of onward migration in the linguistic repertoires of families of new Italians who have migrated to England after a long period of life in Italy. Drawing on sociolinguistic interviews undertaken with the elder children of these families, the study finds that Italian is maintained in the family domain, particularly among those who spent more time in Italy. The elder siblings assist their younger siblings in maintaining their Italian proficiency and may use a combination of family languages when communicating with parents when these are not fluent in English. Furthermore, Italian is still being used with friends both in England and back home in Italy, as well as being taken as exam at school. While Italo-Romance dialects are absent from these families' linguistic repertoires, other heritage languages continue to be spoken by parents amongst themselves and with their children; however, maintenance levels vary depending on each family's ethnic background. For some participants, moving to England has also led them to rediscover their linguistic roots.
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Scaglione, Stefania. "“VINO IN MY DINO”: ITALIANO E ITALIANITÀ NELLA COMUNICAZIONE COMMERCIALE ONLINE DELLE WINERIES CALIFORNIANE DELLA NORTH COAST." Italiano LinguaDue 15, no. 1 (June 26, 2023): 216–42. http://dx.doi.org/10.54103/2037-3597/20388.
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Il contributo propone alcune considerazioni sul rapporto lingua-etnicità-identità in riferimento ai discendenti degli emigrati italiani in California, Stato che nel 2021 risulta il terzo negli USA, dopo New York e Pennsylvania, per presenza di residenti con origini italiane (oltre 1 milione e 300 mila). Sarà illustrata in particolare la situazione dell’area settentrionale della Baia di San Francisco, intensamente colonizzata dagli emigrati italiani fin dalla seconda metà del sec. XIX e attualmente popolata dalle percentuali più alte di loro discendenti all’interno dello Stato. Come i risultati di precedenti studi hanno evidenziato, l’insieme di positive circostanze geografiche, demografiche e sociali che ha contraddistinto la storia della comunità italiana in questi territori non è valso ad ostacolare il processo di sostituzione linguistica che entro la terza generazione ha caratterizzato la generalità delle comunità italo-americane. L’italiano, dunque, non è più “lingua etnica”, né, realmente, “heritage language”. Ci si può allora chiedere se esso possa essere comunque percepito come “lingua identitaria”, “sistema simbolico veicolante valori nei quali riconoscersi” (Vedovelli 2011: 97), in una regione che grazie all’apporto degli immigrati italiani è divenuta famosa nel mondo per la produzione di uve e vini pregiati, cioè di prodotti che come pochi altri simboleggiano la cultura e la tradizione italiana. Offriremo alcuni elementi di riflessione in questo senso, mediante l’analisi dei siti di un campione di aziende vitivinicole della North Coast, nella cui comunicazione commerciale si cercheranno le tracce di una nuova “funzionalità” dell’italiano e le caratteristiche dell’”italianità” ad essa sottesa.
“Wine in my Dino”: Italian and Italian-ness in the online marketing communication of californian wineries on the North Coast
In this paper some observations are put forward about the language-ethnicity-identity relationship among the descendants of Italian emigrants in California, a State which in 2021 ranked third in the U.S., after New York and Pennsylvania, by number of people declaring an Italian ancestry (over 1.3 million). Particular attention is given to the northern San Francisco Bay area, intensively settled by Italian emigrants since the second half of the 19th century and currently populated by the highest percentages of their descendants within the State. As the results of previous studies have pointed out, the set of positive geographic, demographic and social circumstances characterizing the history of the Italian community in these territories has not succeeded in hindering the process of language shift that has affected all the Italian-American communities by the third generation. Nonetheless, it is worth asking whether Italian is still perceived as an “identity language” a “symbolic system conveying values in which to recognize oneself” (Vedovelli 2011: 97), in a region whose world-famous production of grapes and fine wines is inextricably linked to the contribution of Italian immigrants. Moving from this research question, we offer some preliminary observations concerning the commercial communication of a sample of North Coast wineries, whose websites have been analyzed in order to find out whether and how “Italian-ness” and Italian language are eventually exploited in order to add value to their corporate identity.
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Laurenti, Kim. "DALLA RIMOZIONE ALLA TRASMISSIONE? RUOLO E INFLUENZA DELLA SCUOLA SULLE PRATICHE LINGUISTICHE DEGLI EMIGRATI ITALIANI IN FRANCIA (1920-1970)." Italiano LinguaDue 15, no. 1 (June 26, 2023): 112–19. http://dx.doi.org/10.54103/2037-3597/20379.
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A differenza di altre nazionalità, l’emigrazione italiana in Francia è caratterizzata da un abbandono quasi totale dell’italiano e delle lingue regionali, dovuto anche, in parte, alla scarsa diffusione della lingua nazionale sul territorio. A tal proposito, comunque, appare anche decisivo il ruolo assunto dalla scuola francese che, all’inizio del secolo scorso, non è pensata per accogliere le varietà linguistiche dei figli di emigrati, costringendoli quindi ad una assimilazione linguistica totale. Eppure, è sempre tramite questa stessa scuola che, a partire della seconda metà del Novecento, i discendenti di emigrati italiani scoprono la lingua del paese di origine, diversa però dalla lingua regionale parlata in famiglia, scegliendo spesso l’italiano come lingua straniera. A partire da fonti archivistiche, questo contributo si propone di analizzare il ruolo della scuola e delle politiche educative francesi nella trasmissione della lingua italiana e delle lingue dialettali in ambito migratorio.
From removal to transmission? Role and influence of school on the Italian emigrants’ linguistic practices in France (1920-1970)
Unlike other nationalities, Italian emigration in France was characterised by an almost total abandonment of Italian and regional languages, also due, in part, to the scarce diffusion of the national language on the territory. In this regard, however, the role assumed by the French school, which, at the beginning of the last century, was not designed to accommodate the linguistic varieties of the children of emigrants, thus forcing them to undergo total linguistic assimilation, also appears decisive. Yet it was also through this same school that, from the second half of the 20th century onwards, the descendants of Italian emigrants discovered the language of their country of origin, which was, however, different from the regional language spoken in the family, often choosing Italian as a foreign language. Starting from archival sources, this contribution aims to analyse the role of the French school and educational policies in the transmission of Italian and dialect languages in the migratory context.
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Brachini, Federica. "LA NEOEMIGRAZIONE ITALIANA IN CONTESTO RELIGIOSO: UNO STUDIO IN GERMANIA." Italiano LinguaDue 15, no. 1 (June 26, 2023): 120–29. http://dx.doi.org/10.54103/2037-3597/20380.
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L’emigrazione, mai interrotta, è da sempre una peculiarità dell’Italia. Negli ultimi anni, i protagonisti dei flussi in uscita sono però diversi sia culturalmente sia linguisticamente da quelli dei secoli scorsi. Nonostante questo cambiamento, continua ancora l’assistenza spirituale e sociale che la Chiesa cattolica italiana dà ai connazionali all’estero. Dal momento che la sua missione si realizza attraverso la lingua e il suo credo si fonda sulla Parola, la Chiesa si interessa molto alla questione linguistica. In questo contributo verranno presentati i risultati di un’indagine condotta mediante interviste e osservazioni partecipanti in due città della Germania – paese che, almeno da tre anni, è al secondo posto sia per nuovi arrivi di italiani sia per comunità italiana residente – con lo scopo di individuare la consapevolezza della Chiesa italiana in Germania circa i cambiamenti sociali, linguistici e culturali apportati dalla neoemigrazione.
Italian neo-emigration in a religious context: a study in Germany
Continuous emigration has always been a distinctive feature of Italy. In recent years, however, Italian emigrants have distinguished themselves both culturally and linguistically from the previous migratory flows of Italians. Despite this change, the spiritual and social assistance that the Italian Catholic Church gives to its fellow countrymen abroad is still ongoing. Furthermore, the Italian Catholic Church is particularly interested in the linguistic dimensions, given the fact that its mission is carried out through language and its creed is based on words. This paper aims to identify the awareness of the Italian Church in Germany about the social, linguistic and cultural changes brought about by the new emigration flows from Italy, presenting the results of a survey conducted through interviews and participant observations in two cities in Germany, a country which, for at least three years, has been in second place both in terms of the number of new arrival of Italians and the ones already emigrated.
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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.
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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.
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Ballarin, Elena, and Paolo Nitti. "“HO STUDIATO CINEMA E NON PENSAVO DI INSEGNARE ITALIANO”. L’INSEGNANTE DI ITALIANO ALL’ESTERO: PROFILI, FORMAZIONE E PROPOSTE." Italiano LinguaDue 15, no. 1 (June 26, 2023): 36–52. http://dx.doi.org/10.54103/2037-3597/20374.
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Tra la popolazione che lascia l’Italia per risiedere all’estero ricopre un ruolo interessante la figura dell’insegnante di italiano come lingua straniera. Tale profilo rappresenta l’Italia e l’italianità non soltanto attraverso il proprio personale patrimonio linguistico e culturale, ma è depositario e portatore privilegiato della lingua e cultura italiana insegnate nelle diverse istituzioni estere. La letteratura scientifica si è interrogata su questa figura professionale in ambito L2 e in ambito LS, ma l’attenzione della ricerca si è concentrata quasi esclusivamente sul portato linguistico-educativo, privilegiando le caratteristiche professionali e formative e occupandosi in secondo piano degli aspetti relativi alla sfera più personale, di “cittadino e cittadina” più che di professionista. Questa ricerca si propone di investigare le caratteristiche che possano definire l’insegnante di italiano a stranieri a tutto tondo, con lo scopo di mettere a fuoco il profilo di chi ha il compito di veicolare la lingua italiana nel mondo. La metodologia della ricerca adottata è stata di tipo qualitativo e ci si è avvalsi di un’indagine realizzata mediante un questionario su Google Moduli, diffuso attraverso social media e inviato a vari/varie insegnanti operanti in istituzioni di diverso ordine e grado. Le risposte ottenute da un campione di centinaia di intervistati permettono di ottenere l’inquadramento di un profilo su cui vale la pena di riflettere in merito alla formazione di taglio glottodidattico e linguistico-educativo in Italia, in modo da avvicinare la formazione accademica alle esigenze professionali e alle aspirazioni individuali in merito alle scelte di vita.
“I studied cinema and didn’t think i would teach Italian”. The Italian language teacher abroad: profiles, training and proposals
The role of Italian teacher as foreign language that leaves Italy to teach abroad is interesting. This profile represents Italy through the own personal linguistic and cultural heritage, and it is a privileged depositary and bearer of Italian language and culture taught in many foreign institutions. Scientific literature placed question about this professional role in second language and in foreign language, but the attention of research is concentrated almost exclusively on linguistic and educative point of view, first privileging professional and educative features and after taking care of personal feeling as “citizen”. This research proposes to investigate skills of Italian teacher for foreigners, and the aim will be to define the right profile to convey Italian language around the world. The method of this research is qualitative, and survey was done through a questionnaire on Google, widespread on social media and sent to many teachers of various institutions. This research tries to focus on educational linguistics perspectives. Furthermore, obtained answers from hundreds interviewed allow a framing profile, professional needs and individual ambitions of life.
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Pivovarenko, Alexander, and Gleb Pilipenko. "The Language Situation among the Italian Community of Koper (Slovenia): Field Study Data." Slavic World in the Third Millennium 17, no. 1-2 (2022): 94–119. http://dx.doi.org/10.31168/2412-6446.2022.17.1-2.06.
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This paper discusses the current language situation among the Italian minority in Slovenian Primorje in Koper. During the fi eld research conducted by the authors’ team, narratives in Italian were recorded from informants. Using discursive and structural-typological methods of analysis, the authors reveal that the linguistic reality of modern Koper is perceived as constantly changing, and the Italian spontaneous speech of respondents is intertwined with borrowings from the surrounding South Slavic languages. The modern language situation is the result of historical changes in the Istria region during the twentieth century. In addition to insertions and quotations in Slovenian, items from the Croatian language are found, refl ecting the linguistic situation of the Yugoslav period and the border position of the Slovenian Primorje. Special attention is paid to analysis of the language competence of Italians in the Slovenian language, among representatives of both the older and younger generations of students. In the Slovene language of Italians, a number of features peculiar to Slavic dialects in Italy are found, which allows us to discuss the same linguistic factors. It is possible to reconstruct the language competence of older people only partially on the basis of indirect evidence. There is a discrepancy between the rights guaranteed under the law (the use of the Italian language) and the linguistic reality faced by informants, which may be the result of both a decline in the prestige of Italian and of the small number of the Italian diaspora, part of which is subject to language assimilation, including as a result of mixed marriages. The paper also discusses the role of the media and the linguistic landscape in the region.
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Macaro, Ernesto. "Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian." Language Teaching 43, no. 2 (March 3, 2010): 127–53. http://dx.doi.org/10.1017/s0261444809990358.
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L'apprendimento della lingua italiana come lingua straniera (L2), probabilmente per motivazioni storico-culturali, è di carattere specialistico. Di conseguenza, l'impronta globale della lingua italiana, rispetto ad altre lingue straniere come l'inglese, lo spagnolo ed il francese, risulta essere abbastanza limitata. Sorprende quindi il fatto che in diversi progetti di ricerca, nel campo della linguistica applicata e dell'apprendimento delle L2, l'italiano sia la lingua studiata dai partecipanti oggetto di studio. Questa rassegna di studi verte ad identificare gli approfondimenti della ricerca nel campo dell'apprendimento della lingua italiana come seconda lingua piuttosto che il contributo dell'italiano alla teoria della SLA in genere. Inoltre, ha l'obbiettivo di valutare lo stato attuale della lingua italiana nell'ambito dell'istruzione formale. L'autore suggerisce la presenza di un rapporto tra la comprensione del processo di apprendimento della lingua italiana e la richiesta dell'italiano come L2. Questa rassegna riassume e categorizza quasi settanta studi condotti in una varietà di contesti educativi e offre proposte e stimoli per futuri progetti di ricerca.Italian has for many years been considered somewhat of a specialist language when studied as a second language (L2) and this is perhaps due to historical and cultural factors. Its footprint worldwide compared to such languages as English, Spanish and French is therefore somewhat limited. Surprisingly, however, there is a considerable body of research in applied linguistics and second language acquisition (SLA) in which Italian features as the language being studied. This review sought to identify the extent to which the research provided specific insights into how Italian as a second or foreign language (L2 Italian) is learnt as opposed to the ways in which it has contributed to SLA theory-building more generally. In addition, it sought to assess how well Italian is holding up as a language being learnt in formal instructed contexts. The author suggests that insights into the learning of Italian and uptake by Italian students may be inter-related. The present review summarises and categorises nearly seventy empirical studies conducted in a variety of educational contexts and offers suggestions for future avenues of research.
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Campanale, Laura. "ITALIANITÀ ALIMENTARE NELLA LINGUA E CULTURA TEDESCA: IL CONTRIBUTO DELLA GELATERIA ITALIANA IN GERMANIA." Italiano LinguaDue 14, no. 1 (July 26, 2022): 309–37. http://dx.doi.org/10.54103/2037-3597/18182.
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È innegabile il successo del Made in Italy alimentare in paesi come la Germania, uno tra i nostri maggiori importatori, in cui da anni si sono diffusi ovunque tipici locali italiani. Per i tedeschi la nostra cultura culinaria, simbolo di genuinità e convivialità, è talmente apprezzata da avere influenzato le loro abitudini alimentari. Diversi nostri prodotti come la pizza, la pasta, l’espresso fanno ormai parte del patrimonio alimentare e linguistico tedesco, senza dimenticare il gelato, di cui pochi ne conoscono storia e origini. Per tale motivo, tratteremo del successo e della diffusione delle gelaterie italiane in Germania, presentando, infine, una serie di italianismi relativi al mondo della gelateria, a dimostrazione della capacità innovativa ed espansiva della lingua italiana nel tedesco.
Italian food in German language and culture: the contribution of Italian gelato in Germany
The success of Made in Italy food in countries such as Germany, one of our major importers, is undeniable. For years, typical Italian restaurants have been spreading everywhere. For Germans, our culinary culture, a symbol of authenticity and conviviality, is so appreciated that it has influenced their eating habits. Many of our products such as pizza, pasta, espresso are now part of the German food and linguistic heritage, without forgetting ice cream, of which few know its history and origins. For this reason, we will deal with the success and diffusion of Italian ice cream parlors in Germany, presenting a series of Italianisms related to the world of gelato, demonstrating the innovative and expansive capacity of the Italian language in German.
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Hajek, John, Renata Aliani, and Yvette Slaughter. "From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)." History of Education Quarterly 62, no. 4 (November 2022): 475–97. http://dx.doi.org/10.1017/heq.2022.30.
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AbstractThis article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.
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Rosi, Fabiana. "PROMOZIONE DEL TERRITORIO E ASPETTI IDENTITARI NELLA DIDATTICA DELL’ITALIANO LINGUA EREDITARIA." Italiano LinguaDue 15, no. 2 (December 15, 2023): 160–84. http://dx.doi.org/10.54103/2037-3597/21943.
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Lo studio indaga l’Italiano Lingua Ereditaria (ILE) focalizzandosi su un aspetto che è stato finora poco approfondito dalle sempre più numerose ricerche sul tema: le strategie didattiche più adatte ai parlanti ereditari, per i quali l’italiano fa parte del patrimonio linguistico personale e familiare e ha uno status peculiare rispetto alle altre lingue. Il contributo illustra le potenzialità edulinguistiche dei messaggi pubblicitari che promuovono il territorio italiano nell’insegnamento dell’ILE e sottolinea come questi testi possano coinvolgere in maniera profonda gli studenti che hanno origini italiane e sono legati a specifiche aree dell’Italia per rapporti familiari, conoscenze culturali, esperienze personali e aspetti identitari. In tale prospettiva, si discutono i vantaggi edulinguistici dei messaggi pubblicitari, con particolare riferimento alla promozione turistica, commerciale, relativa alle produzioni locali, e istituzionale del territorio. Si esemplificano, inoltre, pubblicità di diverse aree italiane, come input motivante ed efficace per lo sviluppo tanto di conoscenze culturali e sensibilità interculturale quanto di competenze sociopragmatiche, lessicali e grammaticali.
Promotion of the territory and identity aspects in the teaching of Italian as a hereditary language
The study investigates Italian Heritage Language (IHL) by focusing on an aspect that has so far been little addressed by the increasing research on the topic: which are the most suitable language teaching strategies for heritage speakers, for which Italian is part of personal and familiar linguistic inheritance and displays a peculiar status with respect to the other languages. The paper points out the edulinguistic potential of commercials promoting the Italian territory in the teaching of ILE, emphasizing how these texts can deeply engage learners who have Italian origins and are linked to specific areas of Italy by family relationships, cultural knowledge, personal experiences, and identity features. In this perspective, the edulinguistic advantages of advertisements are discussed, with specific reference to the touristic, commercial, related to local products, and institutional promotion of the territory. Furthermore, ads of different Italian areas are exemplified as engaging and effective input for the development of cultural knowledge and intercultural sensitivity, as well as sociopragmatic, lexical and grammatical competence.
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DJADI, Zakari. "Frutta e verdura: tra standard linguistici e usi sociali dell’italiano." Langues & Cultures 5, no. 01 (June 30, 2024): 458–70. http://dx.doi.org/10.62339/jlc.v5i01.261.
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Questa ricerca si propone di analizzare gli usi sociali riguardanti i nomi di frutta e verdura all'interno dell'attuale società italiana, mostrando come un divario linguistico legato alla pratica linguistica sociale dell'italiano abbia dato loro nuovi significati e nuove funzioni all'interno della comunicazione. Perché infatti, comunicare significa non solo acquisire la conoscenza delle norme della lingua italiana, ma anche la conoscenza delle competenze contestuali in cui un enunciato può o non può essere utilizzato. I nomi di frutta e verdura hanno acquisito un forte carattere connotativo attraverso il quale vengono talvolta utilizzati come insulti. Tuttavia, lo studente algerino che studia l'italiano come lingua straniera conoscerà solo la componente denotata quella dello standard costruito al di fuori del contesto socio-culturale italiano. Abstract This research aims to analyze the social uses regarding the names of fruits and vegetables within current Italian society, showing how a language gap linked to the social linguistic practice of Italian has given them new meanings and new functions within communication. Because in fact, communicating means not only the acquisition of knowledge of the norms of the Italian language, but also the knowledge of the contextual skills in which an utterance can or cannot be used. The names of fruits and vegetables have acquired a strong connotative character through which they are sometimes used as insults. However, the Algerian student who studies Italian as a foreign language will only know the component denoted that of the standard constructed outside the Italian socio-cultural context.
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Martelli, Barbara. "TWO HALVES OF THE SAME KIWI: ITALIAN LANGUAGE AND CULTURE AMONG NEW ZEALANDERS OF ITALIAN ORIGIN." Italiano LinguaDue 14, no. 1 (July 26, 2022): 338–59. http://dx.doi.org/10.54103/2037-3597/18183.
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This essay documents the diffusion of the Italian language and culture in Aotearoa-New Zealand, an officially bilingual (English and Māori), as revealed by the double name, and multicultural society. By adopting an eclectic approach that combines sociolinguistics, language teaching methodology, and cultural anthropology, my paper is a micro-ethnography performed on a group of five women of Italian origin with different levels of competency in Italian as their second language. This group of Kiwis – as New Zealanders frequently refer to themselves – ranged age from 16 to 68 and reside in greater Auckland, New Zealand’s most populous city. Their testimonies were collected through a series of face-to-face semi-structured qualitative interviews and based on several sessions of participant observation involving immersion and interaction in the socio-cultural environment of the informants. Notwithstanding their small number, the stories collected in this research disclose a significant ethnographic relevance as they testify to key aspects of Italianness in the social and historical context of New Zealand. In line with the sociolinguistic theories on the circulation of Italian in the world, on the motivations underpinning its learning and on the typology of speakers, I specifically addressed the following topics: Italian as a language of migration, Italian as a language of culture, Italian taught at university, Italian as part of a fluid and transnational multi-identity, and Italian in the global market.
Due metà dello stesso Kiwi: lingua e cultura italiana tra i neozelandesi di origine italiana
Il seguente saggio documenta la diffusione della lingua e della cultura italiana in Aotearoa - Nuova Zelanda, paese ufficialmente bilingue (inglese e Māori), come rivela il doppio nome, e multiculturale. Attraverso un approccio eclettico che combina sociolinguistica, glottodidattica e antropologia culturale, l’articolo si propone come micro-etnografia condotta su un gruppo di cinque donne di origine italiana con diversi livelli di competenza in italiano come lingua seconda. Questo gruppo di informatrici Kiwi – questo è il nome con il quale i/le neozelandesi si riferiscono comunemente a sé stessi/e – ha un’età compresa tra i sedici e i sessantotto anni e risiede nell’area metropolitana di Auckland, la città più popolosa della Nuova Zelanda. Le loro testimonianze sono state raccolte tramite una serie di interviste qualitative semi-strutturate, condotte di persona, e diverse sessioni di osservazione partecipante che hanno comportato l’immersione e l’interazione nell’ambiente socio-culturale delle informatrici. Nonostante il loro numero limitato, le storie raccolte in questa ricerca dimostrano una significativa rilevanza etnografica poiché testimoniano aspetti chiave dell’italianità nel contesto storico-sociale neozelandese. In linea con le teorie sociolinguistiche sulla circolazione dell'italiano nel mondo, sui motivi dell’apprendimento e sulla tipologia dei parlanti, ho esaminato nello specifico i seguenti argomenti: l’italiano lingua di migrazione, l’italiano lingua di cultura, l’italiano insegnato all’università, l’italiano come parte di una pluri-identità fluida e transnazionale e, infine, l’italiano nel mercato globale.
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Dolci, Roberto. "PER UN’ANALISI DELLA VITALITÀ DELLA LINGUA ITALIANA NEL MONDO." Italiano LinguaDue 15, no. 1 (June 26, 2023): 10–35. http://dx.doi.org/10.54103/2037-3597/20373.
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Il contributo intende applicare il modello C.O.D. (Capacity , Opportunity, Desire) allo studio della lingua italiana in alcuni contesti specifici. Il modello è stato sviluppato da Grin (1990, 2003) e poi successivamente da Grin e Vaillancourt (1998) e Lo Bianco (2008 con lo scopo di analizzare la vitalità di una lingua in un determinato contesto. Il modello verrà applicato in particolare al contesto statunitense, ma verranno anche presi in considerazione altri contesti, in particolare quelli in cui è presente una forte comunità italiana. L’ipotesi che si intende verificare è che lo studio della lingua italiana all’estero è vitale proprio grazie alla presenza di una comunità di persone di origine italiana i cui discendenti non solo vogliono studiare italiano, ma che anche contribuiscono a promuoverlo efficacemente presso coloro che non hanno nessun rapporto con l’Italia se non quello di voler entrare a far parte di quella comunità immaginata, definita con il termine di italicità (Bassetti 2015) che condivide i valori a cui è associata l’immagine dell’Italia. La conclusione è quindi quella di ridefinire il concetto di Heritage Language Learner fino a comprendere anche questi ultimi dentro quello più ampio di apprendente culturalmente connesso alla lingua e quindi di Heritage Language and Culture Learner.
For an analysis of the vitality of the Italian language in the world
The paper applies the C.O.D. (Capacity , Opportunity, Desire) model to the study of the Italian language in some specific contexts. The model was developed by Grin (1990, 2003) and then later by Grin and Vaillancourt (1998) and Lo Bianco (2008 with the aim of investigating the vitality of a language in a given context. The model will be applied specifically on the U.S. context, but other contexts will also be considered, particularly those in which there is a strong Italian community. The hypothesis that will be tested is that the study of the Italian language abroad is vital precisely because of the presence of a community of people of Italian origin whose descendants not only want to study Italian, but who also help to promote it effectively to those who have no relationship with Italy other than wanting to become part of the imagined community defined by the term italicity (Bassetti 2015) that shares the values associated with the image of Italy. The conclusion is therefore to redefine the concept of Heritage Language Learner to include them within the broader concept of culturally connected language learner and thus to define them as Heritage Language and Culture Learners.
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Da Milano, Federica. "COMUNICARE IL MADE IN ITALY IN UN CONTESTO INTERLINGUISTICO E INTERCULTURALE." Italiano LinguaDue 16, no. 1 (June 23, 2024): 1–11. http://dx.doi.org/10.54103/2037-3597/23821.
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L’intervento si propone come una riflessione sull’insegnamento della linguistica nell’ambito dei corsi in Comunicazione interculturale. Come spesso viene sottolineato, anche recentemente in occasione degli “Stati Generali della lingua e della creatività italiane nel mondo” (2021), nell’anno delle celebrazioni per i 700 anni della nascita di Dante, l’italiano è una delle lingue più studiate al mondo. Una delle cause di questo grande interesse sembra essere la curiosità, da parte dei più giovani studenti stranieri, nei confronti delle caratteristiche del Made in Italy. Tuttavia, le imprese italiane non riescono a valorizzare adeguatamente la complessità culturale alla base del prodotto italiano, proprio a causa della incapacità di comunicare in modo efficace gli aspetti che lo caratterizzano. Molto spesso viene dato per scontato che il consumatore conosca il contesto culturale alla base del prodotto, errore che si amplifica quando il consumatore proviene da Paesi geograficamente e culturalmente lontani dal nostro. Le imprese hanno bisogno di narratori che siano in grado di raccontare in un linguaggio comprensibile al consumatore le molte caratteristiche del prodotto italiano. Un’opera di traduzione delicata e complessa che richiede un’approfondita conoscenza sia del nostro sistema di valori che di quello del destinatario della comunicazione. All’aumentare della distanza culturale dei consumatori maggiore dovrà essere l’attenzione alle modalità di comunicazione. Per comunicare nei mercati dei Paesi emergenti, in particolare orientali, è necessario non solo conoscere l’evoluzione dei media digitali, ma anche dominare gli aspetti linguistici e culturali. I testi nelle lingue straniere non possono essere la semplice traduzione dei testi italiani; al contrario, sono delle riformulazioni che tengono conto sia della diversità delle categorie culturali di riferimento delle diverse società, sia delle difficoltà di resa traduttiva degli usi linguistici della lingua italiana. Le università italiane dovrebbero dunque tenere conto della rilevanza della comunicazione interlinguistica e interculturale e valorizzare le potenzialità dei corsi in Comunicazione, altrimenti si corre il rischio di avere laureati in lingue orientali che non conoscono la comunicazione digitale e il marketing e laureati in comunicazione con poca consapevolezza della diversità linguistica e culturale. Communicating Made in Italy in an interlingual and intercultural context This paper aims at analysing the teaching of linguistics in the context of Intercultural Communication training courses. As is often emphasised, even recently on the occasion of the “Stati Generali della lingua e della creatività italiane nel mondo” (2021), in the year of the celebrations for the 700th anniversary of Dante’s birth, Italian is one of the most studied languages in the world. One of the main reasons for this great interest seems to be younger foreign students’ curiosity towards the characteristics of “Made in Italy”. However, Italian companies often fail to properly exploit the cultural complexity underlying Italian products, mainly because of their inability to effectively communicate the aspects that characterise them. Very often, in fact, it is taken for granted that the consumer should know the cultural context underlying the product, an error that is amplified when the consumer comes from countries that are geographically and culturally distant from ours. Companies need storytellers who are able to recount the many characteristics of Italian products in a language that consumers can understand. This is a delicate and complex translation task that requires in-depth knowledge of both our value system and that of the recipient of the communication. As the cultural distance of our consumers increases, more attention will have to be paid to the way we communicate. To communicate in the markets of emerging countries, especially in the Eastern Countries, it is necessary not only to be familiar with the evolution of digital media, but also to master the relevant linguistic and cultural aspects. Texts in foreign languages cannot be mere translations of Italian texts; they must be, instead, reformulations that take into account both the cultural diversity of the different societies and the difficulties in translating the idioms of the Italian language. Italian universities should therefore take into account the relevance of interlinguistic and intercultural communication and enhance the potential of Communication courses, otherwise we risk having graduates in Oriental languages who are not familiar with digital communication and marketing, and Communication graduates with little awareness of linguistic and cultural diversity.
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Zholudeva, Liubov I. "Italiano Neo-Standard in the Light of E. Coseriu’s Theory of Language Variations." RUDN Journal of Language Studies, Semiotics and Semantics 13, no. 3 (September 30, 2022): 784–99. http://dx.doi.org/10.22363/2313-2299-2022-13-3-784-799.
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The study discusses the impact of E. Coseriu (1921-2002), a prominent 20th century linguist, an expert in language theory and philosophy, on the development of language restandardization theory in modern Italy. E. Coseriu proposed a model of living language that accounts for its basic property - variability, which allows to solve the so-called paradox of language change widely discussed in post-saussurean linguistics and to produce a complex description of language system, norm, and speech in their mutual correlation. The analysis presented in the paper shows how the system of language variation parameters (diachrony, diatopy, diastraty, and diaphasy) constituted the theoretical basis for describing the process of restandardization typical of Modern Italian since the last decades of the 20th century. Modern Italian, also known as Italiano neo-standard, fulfils all the communicative functions, is used both in speech and in writing in all speech genres and registers, and is L1 for more than a half of Italy’s population. This language situation, however, is relatively new: up to mid-20th century the majority of Italians were bilingual, and the dialects of Italy functioned as their L1 and as means of informal communication. The widening of use of Standard Italian proceeded alongside with its stylistic diversification and the adaptation of its pragmatic and stylistic potential for informal, colloquial use, which called in question the status of certain structures, previously regarded as substandard ones. The analysis of E. Coseriu’s language variation theory as applied to the Italian language allows to classify modern Italian sociolinguistics and historical language studies as developing the functional trend typical of European linguistics.
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Todorović, Suzana. "Istrian-Venetian Dialect among the Members of the Italian National Minority in Slovene Istria." Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija za narodnostna vprašanja 87, no. 87 (December 1, 2021): 211–31. http://dx.doi.org/10.36144/rig87.dec21.211-231.
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Abstract During the dialectological research carried out in recent years in some Istrian-Venetian localities (towns), we have learned from conversations with dialect speakers that the Istrian-Venetian dialect is most probably the language of communication of most members of the Italian national community in the coastal part of Slovene Istria. In order to get a more accurate and detailed insight into the use of the Istrian-Venetian dialect spoken by Italians in formal and informal speech situations, we conducted a quantitative survey with 232 randomly selected respondents and a qualitative survey with 50 interviews. The respondents answered various multiple-choice questions about the languages they use in their daily lives. Research has shown that the Istrian-Venetian dialect is the predominant idiom among members of the Italian national community in Slovene Istria, except when communicating with non-Italian interlocutors and in official institutions where, despite the right to use their language, i.e., Italian, the predominant language is Slovene.
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Borraccino, Antonio. "Correction." ReCALL 9, no. 1 (May 1997): 67. http://dx.doi.org/10.1017/s0958344000004675.
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The savaging review of Italiana Interattivo (CD-ROM for teaching … you've guessed it, Italian), in ReCALL volume 8 number 2, has an incorrect address for my department's home page. Those interested in finding out more about Italiano Interattivo please point your browser to http://www.wmin.ac.uk/LLC/languages/italian.html.
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Marzo, Stefania. "Rethinking italiano popolare for Heritage Italian." Quaderni d'italianistica 36, no. 2 (July 27, 2016): 201–28. http://dx.doi.org/10.33137/q.i..v36i2.26905.
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This article questions the long-standing assumption that heritage Italian can be characterized as italiano popolare on account of a number of similar non-standard features. It is argued that this is a problematic comparison due to some methodological lacunae in research into heritage Italian and that a systematic corpus-based analysis is needed in order to reveal its underlying sociolinguistic dynamics. This study focuses on a corpus of Italian spoken by the Italian community in Flanders (the Dutch-speaking part of Belgium) and presents a multivariate analysis of a set of morphosyntactic simplification features that have been labelled as typical of italiano popolare. It will be shown that the features of heritage Italian clearly correlate to a set of traditional language contact variables (e.g., contact with the home language and intergenerational transmission). This variation pattern shows that heritage Italian can no longer be connected to italiano popolare in the original sense of the term (viz. an interlanguage or diastratically lower regional Italian).
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Di Salvo, Margherita. "Migrations, families, generations: Language transmission among several Italian communities in England." Anuac 2, no. 2 (June 28, 2015): 88–103. http://dx.doi.org/10.7340/anuac2239-625x-104.
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This paper researches the ethnic language shift in two Italian communities in the UK, those in Bedford and Cambridge. It focuses mainly on Italians of first and second generation. The present study questions whether the loss of the ethnic language (Italian or an Italian dialect), can be very costly to the migrants and their families and what happens in family in which adults do not understand children and children do not understand adults and how, in these dynamics, Italian identity remains.
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Coluzzi, Paolo. "Language planning for Italian regional languages (“dialects”)." Language Problems and Language Planning 32, no. 3 (December 12, 2008): 215–36. http://dx.doi.org/10.1075/lplp.32.3.02col.
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In addition to twelve recognized minority languages (Law no. 482/1999), Italy features a number of non-recognized so-called “dialects” that is difficult to state, but which renowned linguists like Tullio De Mauro and Giulio Lepschy calculate as ranging between 12 and 15. These languages are still spoken (and sometimes written) by slightly less than half of the Italian population and are the first languages of a significant part of it. Some of them even have a history of (semi)official usage and feature large and interesting literary traditions. An introduction on the linguistic situation in Italy, the classification of its “dialects” and their state of endangerment, is followed by discussion of the present (scant) legislation and action being taken to protect the seven language varieties chosen as case studies: Piedmontese, Western Lombard/Milanese, Venetan, Ligurian/Genoese, Roman, Neapolitan and Sicilian. These language planning strategies are discussed particularly in terms of graphization (corpus planning), status and acquisition planning, even when, as in most cases, this “planning” may be uncoordinated and even unconscious. The article closes with a few general considerations and with some suggestions on how these initiatives could be improved.
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Lakhtionova, Kateryna. "NEOLOGISMS IN THE MODERN ITALIAN LANGUAGE." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 41 (2022): 133–36. http://dx.doi.org/10.17721/2663-6530.2022.41.13.
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The article considers and analyzes the appearance of modern neologisms in the Italian language, the first references to the fixation of such neologisms, their use in the scientific and linguistic environment (modern lexicology). The structure of recorded new words is studied using the most common prefixes of Latin and Greek origin, nouns, adjectives and adverbs. The analysis of such vocabulary aims to explain their meaning and excludes words such as snobbery, linguistic doublets, slang and vulgarisms. Italian language, as any other language has its mechanisms of word formation and composition related to the enrichment of the vocabulary and the resolution of its lexical problems. It is not easy for Italian language to administer these mechanisms, its structures and microstructures of word formation. It is in a situation which it has to deal with the systems of word formation, which come from Latin, and also that derives from and functions from the nature of Italian. The systems of word-formation, which come from Latin, can be called to be in a “numb” situation, but also in a state that can be used dynamically in Italian language. The phenomenon of word formation stats as a morphological one, but certainly it develops and interferes as a lexical-semantic phenomenon, too. Neologisms in Italian, as in other languages, come from other foreign languages that are called “borrowed words”. Italian language, concerning neologisms, that derive other languages, has a special “attitude”, compared to other European languages. Some European languages have a more refraction attitude in relation to neologisms and their reaction is very interfering and modifying, even alternating. Whereas, concerning Italian, there is a specific reaction, which comes from the phonetic aspect. Surprisingly, phonetics seems to have a very affective role in lexicology and semantics of a language, in our case of Italian, but that does not result like this. The author's personal contribution consists in the study and systematization of modern Italian neologisms, which are recorded in modern basic dictionaries.
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Lucchesi, V., Bruno Migliorini, and T. Gwynfor Griffith. "The Italian Language." Modern Language Review 80, no. 4 (October 1985): 952. http://dx.doi.org/10.2307/3729012.
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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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Parry, Mair, and Martin Maiden. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 57, no. 1 (January 2, 1995): 433–59. http://dx.doi.org/10.1163/2222-4297-90000756.
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Parry, Mair, and Rodney Sampson. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 58, no. 1 (December 22, 1996): 470–93. http://dx.doi.org/10.1163/22224297-90000121.
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Parry, Mair, and Rodney Sampson. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 59, no. 1 (December 20, 1997): 469–94. http://dx.doi.org/10.1163/22224297-90000188.
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Ledgeway, Adam, and Alessandra Lombardi. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 60, no. 1 (December 20, 1998): 349–72. http://dx.doi.org/10.1163/22224297-90000247.
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Ledgeway, Adam, and Alessandra Lombardi. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 61, no. 1 (December 20, 1999): 373–93. http://dx.doi.org/10.1163/22224297-90000308.
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VINCENT, NIGEL. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 46, no. 1 (March 13, 1985): 441–51. http://dx.doi.org/10.1163/22224297-90002654.
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VINCENT, NIGEL. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 49, no. 1 (March 13, 1988): 428–59. http://dx.doi.org/10.1163/22224297-90002886.
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PARRY, M. MAIR. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 50, no. 1 (March 13, 1989): 467–86. http://dx.doi.org/10.1163/22224297-90002961.
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PARRY, M. MAIR. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 51, no. 1 (March 13, 1990): 424–47. http://dx.doi.org/10.1163/22224297-90003036.
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PARRY, M. MAIR. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 53, no. 1 (March 13, 1992): 424–46. http://dx.doi.org/10.1163/22224297-90003186.
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PARRY, MAIR, and MARTIN MAIDEN. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 54, no. 1 (March 13, 1993): 414–30. http://dx.doi.org/10.1163/22224297-90003258.
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PARRY, MAIR, and MARTIN MAIDEN. "ITALIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 55, no. 1 (March 13, 1994): 477–501. http://dx.doi.org/10.1163/22224297-90003332.
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Fábián, Zsuzsanna. "PAROLE DI ORIGINE ITALIANA NELLA LINGUA UNGHERESE: BREVE STORIA DELLA QUESTIONE E INSERIMENTO DEL MATERIALE NEL PROGETTO OIM." Italiano LinguaDue 15, no. 1 (June 26, 2023): 548–57. http://dx.doi.org/10.54103/2037-3597/20417.
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È un fatto generalmente noto che molte parole di origine italiana sono state inserite in molte lingue europee, quindi anche in ungherese: questa lingua è utilizzata nel bacino dei Carpazi dalla fine del X secolo e tra lItalia e l’Ungheria i rapporti politico-economici-culturali (grazie anche alla distanza geografica relativamente ridotta) erano e sono, in ogni tempo, molto vivaci e stretti. La presenza di italianismi nella lingua ungherese nell’importante progetto lessicale comparativo denominato OIM, promosso dall’Accademia della Crusca di Firenze, è testimoniata, da un lato, dalle molte centinaia di parole (in molti casi polisemiche) di origine italiana presenti nella lingua ungherese e, dall’altro, dal gran numero di studi che descrivono l’argomento in generale e in molti casi concreti. In questa breve sintesi vengono trattati i più importanti studi linguistici su singole parole italiane “importate” nella lingua ungherese (par. 3) e vengono proposti anche alcuni punti di vista e criteri (par. 4) per controllare e rendere più omogenee le descrizioni semantiche elaborate dai linguisti - esperti delle lingue, incluse nel progetto OIM.
Words of Italian origin in the Hungarian language: brief history of the issue and inclusion of material in the OIM project
It is a generally known fact that many words of Italian origin has been entered in many European languages, so in Hungarian too: this language is used in the Carpathian Basin from the end of the X century and between Italy and Hungary the political-economic-cultural relations (thanks of the relatively little geographical distance, too) were and are, in all times, very lively and close. The presence of italianismi in the Hungarian language in the important comparative lexical project named OIM, promoved by the Accademia della Crusca in Florence, gives evidence, on the one hand, from the many hundreds of (in many cases polysemous) words of Italian origin in the Hungarian language, and on the other, from the great number of studies describing the argument in generally and many concrete cases, too. In this short summary are briefly treated the most important linguistic studies about single Italian words “imported” in the Hungarian language (par. 3.) and there are proposed some point of views and criteria, too (par. 4), to control and to make more homogeneous the semantic descriptions elaborated by the linguists - experts of the languages, included in the OIM-project.
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Dudko, Iryna. "LANGUAGE IS THE MOST IMPORTANT NATIONAL IDENTIFIER." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 30 (2021): 16. http://dx.doi.org/10.17721/1728-2659.2021.30.17.
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Zholudeva, L. I. "The Concept of Italiano Neostandard." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 499–506. http://dx.doi.org/10.21603/2078-8975-2020-22-2-499-506.
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In modern sociolinguistics the term "italiano neostandard" ("Neo-standard Italian") has been in use for a few decades already. However, in Russian linguistic terminology it still lacks a well-established translation equivalent. The research objective was to prove that it has deeply-rooted theoretical premises. Until the second part of the XX century, literary Italian (italiano standard) was mainly used in writing by intellectual élite, and for centuries (since XVI c.) its codified norm altered little – if at all – and was only apt for high-flown language (that is what the term "Standard Italian" refers to). In modern Italy, literary language has a wide range of functions and uses, and its variation patterns have considerably changed. The new language norm typical of Neo-standard Italian is much more versatile: it takes into account stylistic, regional, and social parameters of language variation. With all that in mind, the concept of Neo-standard Italian still remains ambiguous in the sense that its relationship with Standard Italian can be seen both as one ousting the other and as their coexistence. The problem of finding a suitable translation equivalent for the term "Neo-standard Italian", thus, reflects the dubious character of the concept itself.
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Melchior, Luca. "L’italiano nei linguistic landscapes dell’Austria meridionale: alcune considerazioni." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 23–43. http://dx.doi.org/10.26493/2350-5443.8(2)23-43.
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Italian language in the linguistic landscapes of Southern Austria: some remarks Italian is widely used in the linguistic landscape of Klagenfurt am Wörthersee and Graz, though there isn’t a significant presence of Italians. Italian is used not only in the domains of fashion and gastronomy, but also in a wider range of domains, including some subcultures. Besides a wide range of Italian lexical items, one can also find morphological and syntactical patterns. This can be seen as a proof of widespread active and passive Italian language skills in the local population. However, its use in commercial signing has in most cases only a symbolic function, while semantic information is given in German. Keywords: Linguistic landscape, contact Italian, plurilingualism, language skills, Austria
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Spaliviero, Camilla. "Teaching Italian as a second language through digital storytelling: Students’ perceptions towards izi.TRAVEL." EuroAmerican Journal of Applied Linguistics and Languages 9, no. 1 (April 10, 2022): 91–121. http://dx.doi.org/10.21283/2376905x.15.1.265.
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EN The use of technology-enhanced language learning, representing an urgent issue due to the Covid-19 pandemic, has also been promoted by many studies in second language acquisition. Nevertheless, research in this field is only partially developed for the teaching of Italian as a second language (L2) within the university context and for investigating students’ perceptions. This article presents an action research project on the use of izi.TRAVEL, a website housing more than 15,000 audio guides for touring various sites in cities around the world. The aim of the study is to contribute to developing didactic practices relative to Italian as an L2 through digital storytelling, in order to raise and foster students’ linguistic and digital skills. Participants were a small group of students studying Italian as an L2 as part of a master’s program at an Italian university. Data were collected through a questionnaire, a focus group, and students’ multimodal artifacts. Results show the positive impact of project participation on students’ attitudes and perceived learning outcomes, as well as improvements in linguistic, cultural, environmental, and digital competences. Key words: TEACHING ITALIAN AS AN L2, DIGITAL STORYTELLING, IZI.TRAVEL, STUDENTS’ PERCEPTIONS, ACTION RESEARCH ES El uso de la tecnología para la adquisición lingüística es promovido por varios estudios, y constituye una cuestión urgente en el contexto de la pandemia del Covid-19. Sin embargo, este tema de investigación se ha desarrollado solo parcialmente respecto a la enseñanza del italiano como L2 en la universidad y a las percepciones del alumnado. En este artículo se presenta un proyecto de investigación-acción sobre el uso de izi.TRAVEL, un sitio web que tiene más de 15,000 audioguías para recorrer varios sitios de ciudades de todo el mundo. Izi.TRAVEL se implementó con un pequeño grupo de estudiantes de italiano como L2 matriculados en un Máster internacional de una universidad italiana. El objetivo del estudio es desarrollar prácticas didácticas del italiano como L2 a través de la narrativa digital para fomentar las habilidades lingüísticas y digitales del alumnado. Los datos se recogieron a través de un cuestionario, un grupo focal y los productos multimodales del alumnado. Los resultados muestran el impacto positivo de la participación en el proyecto en las actitudes del alumnado y en sus resultados de aprendizaje percibidos, así como mejoras en sus competencias lingüística, cultural, ambiental y digital. Palabras clave: ENSEÑAR ITALIANO L2, NARRATIVA DIGITAL, IZI.TRAVEL, PERCEPCIONES DE LOS ESTUDIANTES, INVESTIGACIÓN-ACCIÓN IT L’uso delle tecnologie per l’apprendimento linguistico è promosso da diversi studi e si è andato imponendo come questione urgente ne contesto della pandemia Covid-19. Tuttavia, in quest’ambito risultano ancora scarsi gli studi sulla didattica dell’italiano L2 nel contesto universitario e dalla prospettiva degli studenti. Su queste basi, nell’articolo si presenta un progetto di ricerca-azione riguardante l’uso di izi.TRAVEL, un sito web che contiene più di 15,000 audioguide per visitare le città di tutto il mondo. Il progetto è stato pilotato con un piccolo gruppo di apprendenti di italiano L2 iscritti in un Master internazionale di un’università italiana. L’obiettivo dello studio è quello di contribuire allo sviluppo di pratiche didattiche sull’italiano L2 attraverso il Digital Storytelling per promuovere le competenze linguistiche e digitali degli apprendenti. I dati sono stati raccolti attraverso un questionario, un focus group e i prodotti multimodali degli studenti. I risultati rivelano che l’impatto della partecipazione nel progetto sugli atteggiamenti degli/delle apprendenti e sui risultati dell’apprendimento percepiti è stato positivo poiché migliorano le competenze linguistiche, culturali, ambientali e digitali. Parole chiave: INSEGNARE ITALIANO L2, DIGITAL STORYTELLING, IZI.TRAVEL, PERCEZIONI DEGLI STUDENTI, RICERCA-AZIONE