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1
Pitt, Roger Graham. « Italian cinema's missing children ». Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3736.
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The aim of this doctoral thesis is to analyse the range of resonances surrounding the lost or endangered child (or adolescent) in six Italian films made between 1992 and 2005. By drawing on and expanding Emma Wilson’s proposed understanding of the term ‘missing child’ in Cinema’s Missing Children (a transnational, cinema-based study published in 2003), this thesis will seek to open out new ways of exploring both contemporary Italian cinema and the ‘missing child’ paradigm. To this end, the following research questions are pivotal to the discursive trajectory of this thesis as a whole: What does it mean to ground contemporary Italian works which broadly correspond to the term ‘missing child’ (as proposed in Cinema’s Missing Children) within the specific context of Italian culture and society? How would recourse to a range of specifically Italian filmmaking, socio-cultural, or historical phenomena shape (or reshape) our understanding of this topos? In order to fully engage these concerns, this thesis will begin by establishing a rigorous interdisciplinary methodology. In Chapter One, I will address questions of critical reception with particular emphasis on the possible pitfalls of conventional recourse to neorealism as a means of reading the missing child in contemporary cinema. In Chapter Two, I will extend this necessary emphasis on critical reception and related notions of possible distortion and oversimplification, to include the dialogic relation between Italian cinematic articulations of (missing) children, childhoods and the experience of (biological and non-biological) parenthood, and clusters of cultural and political concerns and anxieties. In chapters Three, Four, and Five, I will bring this interdisciplinary methodology to bear on three sets of primary sources. Whilst this close textual analysis will contend with the missing male child (in a range of guises), it will also bring to the fore new ways of thinking with and about the critically neglected female child. By moving away from more normative critical frameworks (including neorealism) this thesis will not only attempt to reset and refresh understandings of important works of the last two decades, but will also work towards a recuperation of the critically disavowed gender identity (and concomitant role and status) of ‘missing’ female children.
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Covazzi, Camilla. « Italian - Friulian children : an investigation into their bilingualism ». Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3425424.
Texte intégralRésumé :
The present thesis investigates the bilingualism involving Italian majority language and Friulian minority language. Preschool children aged 4 to 6 years old from the town of Gemona del Friuli in the Friuli Venezia Giulia region were tested through a picture supported elicited production experiment designed to investigate relative clauses acquisition (cf. COST Action 33, Friedmann et al. in prep.). Two research questions were addressed: the first concerned the acquisition of relative clauses, in order to verify whether the Italian-Friulian children productions would be comparable with the related cross-linguistic literature; the second question concerned the type of bilingualism found, in order to provide a characterization of its peculiarities: the results were then analysed also with respect to specific bilingual factors as cross-linguistic influence, language dominance and input role. As far as the first research question is concerned, the data presented in this thesis confirm that Italian-Friulian children’s performance is in line with cross-linguistic results in all conditions, namely for SRCs, ORCs, and PPRCs. Specifically, in line with the predictions made following the Relativized Minimality approach (Rizzi 1990, 2004; Friedmann et al. 2009), results support both the subject-object asymmetry and the ORCs and PPRCs performance similarity. Moreover, through a further investigation of PPRCs, an effect of the type of prepositions was found: in the case of PPRCs with lexical prepositions children produced more target-like structures than with PPRCs with functional prepositions. However, it should be added that PPRCs are still scarcely investigated and further research would be needed to better understand the issue. Turning to the second research question, results were analysed comparing the Italian and the Friulian experimental session, also with respect to specific bilingual factors such as cross-linguistic influence, language dominance and input role (Mioni 1979; Meisel 2004; Gorsjean 2011; Rowe and Grohmann 2013). Having considered that the children’s production was essentially in Italian regardless of the language of elicitation being Friulian or Italian, and the ameliorating role played by Italian in influencing the children’s results, it can be said that the Italian-Friulian bilingualism is unbalanced with Italian being the strongly dominant language and Friulian being the weak one. Nonetheless, even if Italian is certainly the dominant language, it should be noted that specific influences of Friulian on Italian were indeed present in the children’s production, regardless of the children being described by their parents as receiving or not receiving a minimum Friulian input. This suggests that even if it is not clear to which extent, still Friulian is alive and productive in those contexts in which the children grow.
3
Buziol, Silvia <1984>. « Teaching English to Italian Children : different approaches for different ages ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/5443.
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This thesis would like to highlight that teaching English to children as a foreign language requires to adopt different approaches according to the progressive cognitive and developmental stages children reach through their first scholastic experience.
In the first chapter I asked myself if Chomsky's Innatist Theory, and especially his theory concerning Universal Grammar, could play any role in children's foreign language (FL) acquisition. Shall they possibly be in anyway facilitated by it in facing the issue of coming across a new language?
In the second chapter I tried to identify different learning situations aimed to the two different age-groups of children of my interest: very young learners (VYL), i.e. children attending play school aged 4 and 5 years old, and young learners (YL), i.e. children attending primary school aged 6 to 11. Actually, within the YL group, a further distinction deserves to be done: children attending the 1st and 2nd year of primary school, i.e. children aged 6 to 8 years old, which are something in between play school children and primary school children, as they still have the same needs VYL actually have, but at the same time they are beginning to develop cognitive abilities proper to older children which differentiate them to the younger ones; and children attending 3rd, 4th and 5th year of primary school, i.e. children aged 8 to 11 years old, which are beginning to develop abstract thinking abilities, so it is only at this time that teachers can begin to take advantage of the "newly-born" children's meta-cognition competence within their teaching.
Finally, in the third chapter I will try to make a proposal about some of the activities I had the chance to share with children during my stage at Scuole Pietro Bertolini (Montebelluna, Treviso), aimed both to playschool and to the first two years of primary school. In regards to the last three years, the school kindly helped me to collect a mini-corpus of texts children wrote in English (actually, we cannot properly talk about spontaneous writing, but of brief guided exercises), with the aim to identify how children write in English, the new language they are just beginning to get in touch with.
4
Marshall, Shawna J. « Interactions Among Italian Preschool-Age Children : Aggression, Victimization, and Sociometric Status ». BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/920.
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This study examined social interactions between Italian preschoolers based upon sociometric status groupings. The sample consisted of 267 Italian preschoolers (mean age 64 months) taken from early childhood classrooms in southern Italy. Drawing on previous research, preschoolers' physical and relational aggression and physical and relational victimization as measured by peer nominations were analyzed. Structural equation modeling using Mplus was used to test the model, and SPSS 15 was used to run analyses of variance (ANOVAs) to examine the interaction between sociometric status and preschoolers' behaviors toward peers. Findings generally support previous research with American children as well as cross-cultural research regarding physical and relational aggression, victimization, sociability, and sociometric status groupings. Results indicate that popular children displayed high levels of social behavior, low levels of aggression, and experienced little victimization, while rejected children demonstrated high levels of aggression and victimization and low levels of social behavior. The most striking finding was that controversial children, similar to rejected children, showed high levels of aggression and victimization. Gender differences indicated that boys were more relationally and physically aggressive and victimized than girls, with the exception of controversial status girls.
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Bonifacio, Emily <1990>. « The acquisition of the copula in two bilingual Italian-Venetan children ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/5438.
Texte intégralRésumé :
My thesis focuses on the acquisition of the copula in two bilingual Italian-Venetan children. The comparison between these two children is based on the productions and the omissions of the copula in different contests. The result is a longitudinal analysis of the copula's behaviour in both Italian and Venetan Dialects taken into account.
6
Yang, Dongya. « DNA diagnosis of thalassemia from ancient Italian skeletons / ». *McMaster only, 1997.
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7
DiGiammarino, Anna Maria. « Me and school the elementary and secondary school experiences of first-generation Canadian males of Italian heritage ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ59166.pdf.
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D'Ortenzio, Silvia <1988>. « Analysis and treatment of movement-derived structures in Italian-speaking cochlear implanted children ». Doctoral thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/15030.
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Al centro della ricerca vi è l’analisi di alcune strutture sintatticamente complesse dell’italiano nella popolazione di bambini sordi portatori di impianto cocleare con lo scopo di individuare soggetti ai quali proporre il trattamento sperimentale di alcune delle strutture indagate seguendo il metodo dell’insegnamento esplicito di alcune regole sintattiche. Un gruppo di bambini sordi con impianto cocleare è stato valutato tramite tre test sperimentali (un test di ripetizione, due test di produzione e un test di comprensione) sulle strutture derivate da movimento sintattico quali: frasi scisse, frasi con dislocazione a sinistra e pronome clitico di ripresa, frasi relative restrittive sul soggetto, sull’oggetto genitive ed oblique, interrogative wh- semplici e complesse. La performance del gruppo di studio è stata poi confrontata con quella di un gruppo di controllo composto da bambini normoudenti con pari età cronologica. I risultati hanno mostrato una competenza migliore del gruppo di controllo rispetto al gruppo di studio, evidenziando un possibile ritardo nell’acquisizione linguistica. Successivamente, a due partecipanti del gruppo di studio è stato proposto un trattamento sperimentale delle strutture derivate dal movimento sintattico e fondato sull’insegnamento esplicito di alcune regole sintattiche. I risultati hanno mostrato un miglioramento sia nelle strutture utilizzate durante il trattamento sia nelle strutture non trattate e nelle abilità di narrazione, evidenziando effetti di generalizzazione.
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Michelotti, Anna <1997>. « The production of Subject and Object Relative Clauses by German-Italian Bilingual Children ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21841.
Texte intégralRésumé :
Il tema dell’elaborato finale è la produzione di relative soggetto e oggetto da parte di bambini bilingui Italo-tedeschi. In particolare, lo scopo della tesi è identificare i fattori che influenzano lo sviluppo di questo tipo di struttura.
L’acquisizione linguistica in soggetti bilingui è un processo complesso che può essere influenzato da diversi aspetti come l’età, l’esposizione alla lingua, le competenze linguistiche (proficiency) e alcuni aspetti strutturali dello specifico fenomeno analizzato. Ad esempio, nel caso delle relative, è necessario considerare il diverso grado di complessità sintattica delle relative soggetto e oggetto e il diverso grado di difficoltà nell’elaborazione di relative center-embedded e right-branching.
Attraverso l’analisi della produzione di relative da parte di bambini bilingui italo-tedeschi in una elicited production task si cercherà di verificare se questi fattori influenzano l’acquisizione di frasi relative. In particolare, verrà indagato tramite un generalized linear effect model se la produzione di relative appropriate è influenzata dai fattori sopracitati e se un loro eventuale effetto è modulato dal tipo di relativa prodotta (soggetto/oggetto e center-embedded/right-branching).
Inoltre, per descrivere in maniera più dettagliata il processo di acquisizione di queste strutture, verrà presentata un’analisi descrittiva delle relative prodotte dai bambini in relazione ai loro aspetti più salienti e a possibili effetti cross-linguistici.
10
Chiste', Melania <1990>. « Early Second Language Acquisition : An Analysis of English Productions of Italian Native-Speaking Children ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/5756.
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The purpose of this work is twofold: the first one is to raise awareness on the benefits of Early Second Language Acquisition and , by presenting a particular teaching methodology, to show the advantage of a bilingual approach. The second one is to investigate the ways in which a group of Italian preschoolers acquire English. The thesis focuses on the analysis of the English linguistic productions of eight Italian mother tongue children done through the collection of data from October 2013 to January 2014 for the first group and October to November 2014 for the second group, in a linguistic Laboratory in Venice, Italy. In the present work I investigated the number of English utterances in the children’s productions, and which were single words or formulaic phrases, imitated or spontaneous. Further more, I analyzed the code mixed and the new-production sentences. Concerning the comprehension, through the recording of the sessions with the children, I was able to see the perks of a multi-sensorial bilingual approach at an early age.
After a close examination of the literature on Early Second Language Acquisition, and through the positive results reached with the analysis of the comprehension and production of these Italian children, my work will propose the spread of the teaching of a second language at the preschool level, with the strong believe that “languages are supposed to be learnt by normal physical process” (Penfield 1959).
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Chiro, Giancarlo. « The activation and evaluation of Italian language and culture in a group of tertiary students of Italian ancestry in Australia / ». Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc541.pdf.
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ZANCHI, PAOLA. « How narrative competence develops from preschool to school-age period : a study with Italian children ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/141982.
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The onset of the use of narratives represents a fundamental step in an advanced phase of language development. Indeed, to tell or to understand a story, a child must be able to consider and integrate linguistic, cognitive, and social abilities (Boudreau & Chapman, 2000; Karmiloff & Karmiloff-Smith, 2001). Moreover, narratives evaluation is seen by several authors as a “naturalistic” approach in the study of language development, because narratives represent a real and contextualized request for children (Schraeder, Quinn, Stockman & Miller, 1999). Narrative’s analysis, considering the several competences needed to tell a story, allows a multilevel approach in the study of language development.
The dissertation presents four studies conducted within this PhD project which aims at deepen the knowledge of narrative competence in children, through a multilevel approach.
The first chapter presents a new tool developed for the assessment of narrative competence, the Narrative Competence Task (NCT). It presents a scoring system based on the vast literature on this topic and that aims to be usable both in research and in the clinical field. Finally, it shows the NCT’s validity in analysing the development of narrative competence in children from 3 to 8 years.
The second chapter aims of to analyse gestural and verbal production when preschool-aged children are telling a story (NCT). The focus is to describe the gestures used by children and the relationships between the use of gestures and measures of narrative’s competence. The communicative functions of the gestures is considered to determine whether gestures play an essential role in the narrative production of preschool-aged children or if they serve only an enrichment role.
The third chapter includes three studies focused on intonation during story-telling: Study 1 investigates longitudinally in a group of preschool children the relationships among narrative skills, syntax, and prosody; Study 2 describes the intonation used in narratives by children and adults within the Autosegmental-Metrical framework, a model recently adopted in the international filed but not yet been used in studies of Italian children’s intonation; finally, Study 3 investigates the prosody of children and adults’ narratives as a cue of pre-planning.
The fourth chapter focuses on the relationships between narrative competence and reading and writing abilities. Specifically, the aim is to verify the possible associations among different aspects of narrative competence and reading and writing abilities, considering both the automatisms (decoding and spelling) and the more complex aspects of learning (text comprehension and production), in the first three years of primary school attendance.
Taken together the studies presented in the dissertation highlight the potentialities of narratives in the study of language development and, through the multilevel approach in its study, deepen our knowledge on language acquisition during the preschool and school-age period and its relationships with general cognitive development.
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DI, TUCCI DONATELLA. « Reading units in Italian children : evidence from morphological, orthographic and semantic features on word reading process ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/169025.
Texte intégralRésumé :
This thesis investigates the morphological, orthographic and semantic features affecting the word reading process in Italian primary-school children and at the same time the different reading units which young readers are able to rely on. In Chapter 1, an overview on reading models and on studies showing a complex scenario of results has been proposed. In Chapter 2, a pseudoword reading task has been carried out in order to provide evidence of a lexical reading in Italian children that can be based on whole-word representations. In Chapter 3, we aimed at presenting a morphological-oriented coding scheme of reading errors performed by Italian children in a morphologically complex words reading. This analysis showed reliability on morphemic structure when children read morphologically complex words, and their ability to use morphemes as intermediate grain size reading units. Chapters 4 and 5 presented a new measure, the Orthography-Semantics Consistency (OSC), quantifying the consistency of the orthographic and semantic information carried in a word, and moving from the hypothesis that orthographic-semantic associations, even if they are not morpheme-mediated, play a crucial role in word reading process over and above morpheme units. In order to validate OSC measure from a developmental point of view, a morphological masked priming task and a simple lexical decision task have been first performed by a group of English children, as OSC measure was validated on English language data only (Chapter 4), and then by a group of Italian children (Chapter 5).
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Casani, Emanuele <1975>. « "Rapid Naming, Reading, Comprehension, and Syntactic Production by Italian Dyslexic Children with and without Specific Language Impairment" ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10794.
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Slowness in rapid naming of visual stimuli is a typical problem of both Specific Language Impairment (Miller et al., 2001; Kleemans et al., 2012; McGregor et al., 2002) and Developmental Dyslexia (Swan & Goswami, 1997). Moreover, longitudinal studies (Wolf & Obregon, 1992) confirm the association between image naming deficits in kindergarten and the occurrence of a subsequent reading disorder, showing a particular correlation between slowness in naming tasks and text decoding difficulties, rather than text comprehension difficulties.
In this study, a group of Italian dyslexic children with and without SLI were compared with an age-matched group of typically developing children on tasks of rapid naming, written decoding, reading and syntactic comprehension, and clitic production, in order to identify differences and correlations between performances of differently impaired subjects. The theoretical framework was only partially confirmed. The results were interpreted in light of the Double Deficit Hypothesis (Wolf & Bowers, 1999; Wolf & Obregon, 1992, 1997), which was supplemented with a psycholinguistic hypothesis supporting multifactor models of learning disorders.
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Greenman, Paul S. « A multi-informant, longitudinal study of overt aggression, peer rejection, and school adjustment in Italian elementary school children ». Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29217.
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This longitudinal, multi-informant study is an examination of aggressive behaviour and peer rejection as predictors of children's school adjustment over time. 524 children between the ages of seven and eight (272 boys, 252 girls) in greater Florence, Italy and their mathematics/science and language arts/social studies teachers participated in the investigation, which spanned 18 months. Following a review of the relation among children's aggressive behaviour, rejection from the peer group, their adjustment to school, and the Italian cultural context, analyses of hierarchical linear models indicated that children who were rejected by their peers generally liked school less, avoided school more, and performed worse academically over time than did children who were not rejected. The onset of peer rejection predicted a decline in academic performance in some cases. Peer rejection also forecast increased aggression in boys. Children who were aggressive avoided school more than nonaggressive children did. The present findings support the claim that peer rejection might be a pivotal contributor to the development of children's academic difficulties over time with aggressive behaviour, school avoidance, and school dislike as potential mechanisms of decline.
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Garrapa, Luigia. « Vowel processing in Italian pediatric cochlear-implant users : A behavioral and neurophysiological study ». Doctoral thesis, Università degli studi di Padova, 2014. http://hdl.handle.net/11577/3424083.
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Multichannel cochlear implant (CI) devices partially restore the auditory sensation in children affected by congenital, bilateral, and severe-to-profound sensorineural hearing loss, especially in the absence of background noise, provided that CI surgery takes place during the sensitive period for maturation of the auditory pathways, which is presumed to end at 3.5 years [Sharma et al. 2002abc, 2005, 2007; 2009; Gilley et al. 2008].
A few previous studies on Italian pediatric CI users investigated the general auditory abilities as well as the speech intelligibility of deaf children [cf. Santarelli et al. 2009; Colletti et al. 2012; Caselli et al. 2012; Martines et al. 2013], by using the usual tests administered by speech therapists. Plenty of previous studies investigated detection, categorization, and discrimination of speech sounds, both consonants and vowels, at the cortical level (automatically), in CI children exposed to languages other than Italian, such English [Kileny et al. 1997; Sharma et al. 2002abc, 2005, 2007; 2009; Gilley et al. 2008; Henkin et al. 2008], Dutch [Beynon et al. 2002], German [Ortmann et al. 2013], Hebrew [Singh et al. 2004], and Croatian [Munivrana & Mildner 2013].
As compared to the above-mentioned studies, the present research introduces three methodological innovations: i) it investigates the processing of vowels; ii) it relies on natural speech stimuli, only minimally normalized; and iii) it combines the use of behavioral measures (e.g., tests of categorization and discrimination of speech sounds, administered attentively) with the use of neurophysiological measures (e.g., the EEG recording for subsequent extraction of the auditory ERPs indexing speech sound detection, categorization, and discrimination).
The present study investigates the processing of single vowels (e.g., /u/, /i/, /e/, /o/, /a/) as well as of same-vowel pairs (e.g., /u/-/u/, /i/-/i/, /e/-/e/, /o/-/o/, /a/-/a/) and of different-vowel pairs (e.g., /u/-/i/, /i/-/u/, /e/-/i/, /i/-/e/, /o/-/a/, /a/-/o/) at the behavioral (e.g., conscious) and at the neurophysiological (e.g., automatic) levels in a group of deaf Italian children implanted during the sensitive period for central auditory maturation (range of age at surgery: 2.1 – 4.4 years) and who had been using their CI for at least 2 years (range of duration of CI stimulation: 2.4 – 8.1 years). At the behavioral level, tests of vowel detection and of vowel categorization were administered. At the neurophysiological level, the EEG activity was passively recorded when children were watching a silent movie while hearing vowel stimuli on the background. Subsequently, the P1, N1, and MMN responses of the auditory ERPs are the neural correlates of (speech) sound detection, categorization, and discrimination, in turn, were extracted. The vowel processing performance of the CI children will be compared against the performance exhibited by a group of normal-hearing (NH) children matched for biological age with the CI children. This study also investigated whether, and to what extent, some external factors were able to constrain vowel processing at the behavioral and neurophysiological level in CI children. These factors are the following ones: i) vowel quality; ii) the articulatory characteristics of the five vowels; iii) the larger vs. smaller Euclidean distance characterizing the vowel pairs; iv) the different distinctive feature specification and, more particularly, the direction of change in the distinctive feature specification between the first and the second vowel of each pair; v) the earlier vs. later age at surgery; and vi) the longer vs. shorter duration of CI use.
The main findings of the present study are the following ones. First, the main difference between the behavioral and the neurophysiological levels of processing in CI children consists in the fact that the processing of vowel pairs is partially impaired for accuracy only at the behavioral level, whereas the processing of single vowels is partially impaired for accuracy, and rarely delayed, only at the neurophysiological level. Second, at the neurophysiological level, CI children are impaired at the auditory, not at the cognitive, level. In fact, in spite of typically being less accurate in detection and categorization of single vowels, CI children are not impaired in the processing of vowel pairs. Third, age at surgery and duration of implant stimulation are irrelevant for behavioral vowel processing, whereas they constrain cortical vowel processing, although not systematically: deaf children implanted before 3.4 years and/or who had been using their CI for at least 5.8 years may process single vowels as well as vowel pairs faster and more accurately. Vowel quality, the articulatory characteristics of the five vowels, the Euclidean, and the direction of change in the distinctive feature specification, on the other hand, turn out to be irrelevant in constraining vowel processing either at the behavioral and at the neurophysiological level.Gli impianti cocleari (IC) multicanale ripristinano parzialmente la sensazione uditiva nei bambini affetti da ipoacusia neurosensoriale congenita a livello bilaterale, soprattutto se l’IC viene chirurgicamente inserito prima del compimento di 3.5 anni [Sharma et al. 2002abc, 2005, 2007, 2009; Gilley et al. 2008]. Precedenti studi su bambini italiani portatori di IC unilaterale si sono concentrati sulle abilità uditive generali e sull’intelligibilità del parlato dei bambini sordi italiani [cf. Santarelli et al. 2009; Colletti et al. 2012; Caselli et al. 2012; Martines et al. 2013], ricorrendo esclusivamente a test logopedici somministrati a livello attentivo e concentrandosi prevalentemente su bambini sottoposti alla chirurgia per l’inserimento dell’IC dopo i 3.5 anni. Moltissimi studi hanno, invece, indagato l’elaborazione di singoli suoni linguistici e di coppie di suoni linguistici a livello corticale in bambini con IC non italiani che apprendono l’inglese [Kileny et al. 1997; Sharma et al. 2002abc, 2005, 2007; 2009; Gilley et al. 2008; Henkin et al. 2008], l’ebraico [Singh et al. 2004], l’olandese [Beynon et al. 2002] il tedesco [Ortmann et al. 2013] e il croato [Munivrana & Mildner 2013], ecc. Il presente lavoro si differenzia dagli studi precedenti per i seguenti motivi: i) questo studio si concentra sull’elaborazione corticale delle vocali; ii) ai soggetti pediatrici selezionati vengono presentati stimoli vocalici elicitati naturalmente e poi adeguatamente normalizzati per renderli acusticamente stabili ed omogenei, senza inficiarne la ‘genuinità’; iii) questo studio affianca all’uso di misure neurofisiologiche (gli ERPs uditivi) che monitorano l’elaborazione automatica delle vocali a livello corticale, l’uso di test comportamentali che monitorano l’elaborazione delle vocali a livello cosciente, ossia tramite l’emissione di una ‘risposta’. Il presente studio monitora l’elaborazione di cinque vocali singole (/u/, /i/, /e/, /o/, /a/) e di coppie di vocali, sia uguali (/u/-/u/, /i/-/i/, /e/-/e/, /o/-/o/, /a/-/a/) che diverse (/u/-/i/, /i/-/u/, /e/-/i/, /i/-/e/, /o/-/a/, /a/-/o/), sia a livello comportamentale (attentivo) che a livello neurofisiologico (automatico), in un gruppo di bambini sordi italiani portatori di IC unilaterale. Questi bambini hanno ricevuto l’IC ad un’età compresa fra 2.1 e 4.4 anni ed usano l’IC da almeno 2 anni (range: 2.4 – 8.1 anni). A livello comportamentale, ai bambini sono stati somministrati dei test di categorizzazione e di discriminazione vocalica. A livello neurofisiologico, invece, è stata registrata passivamente l’attività EEG mentre i bambini guardavano un cartone animato senza audio e, al posto dell’audio del cartone, venivano presentate loro acusticamente le vocali in sottofondo. Dall’attività EEG acquisita sono state estratte le componenti P1, N1 e MMN che indicizzano la detezione, la categorizzazione e la discriminazione degli stimoli uditivi, sia di tipo linguistico, a livello neurale nella corteccia uditiva. Le performances dei bambini con IC sono state confrontate con quelle di un gruppo di bambini normoacusici (NH) matchato in base all’età dei bambini con IC. Questo studio ha anche esplorato se, e in che misura, alcuni fattori esterni fossero eventualmente suscettibili di influire sull’elaborazione delle vocali nei bambini con IC. Questi fattori sono: i) il timbro vocalico; ii) le caratteristiche articolatorie delle vocali; iii) la maggior vs. minor distanza Euclidea che caratterizza le coppie di vocali; iv) la differente specificazione delle vocali in termini di tratti fonologici e, più in particolare, la direzionalità del cambiamento nella stessa fra la prima e la seconda vocale di ciascuna coppia; v) la maggior vs. minor precocità con cui avviene la chirurgia; e vi) il maggior vs. minor periodo di uso dell’IC. I principali risultati del presente studio sono i seguenti. La principale differenza emersa fra il livello comportamentale e quello neurofisiologico consiste nel fatto che i bambini con IC incontrano delle difficoltà nell’elaborazione delle coppie di vocali a livello comportamentale, ma non a livello neurofisiologico; al contrario, per quanto riguarda l’elaborazione delle singole vocali, i bambini con IC incontrano delle difficoltà a livello neurofisiologico, ma non a livello comportamentale. Inoltre, a livello neurofisiologico, i bambini con IC risultano avere delle difficoltà a livello uditivo, ma non a livello cognitivo. In effetti, sebbene i bambini con IC siano meno precisi di quanto dovrebbero nella detezione e nella categorizzazione delle singole vocali, che sono processi uditivi, essi non incontrano alcuna difficoltà nella discriminazione delle coppie di vocali, che è un processo cognitivo. Né l’età alla chirurgia né il periodo di uso dell’IC influiscono in alcun modo sull’elaborazione delle vocali a livello comportamentale. Tuttavia, a livello neurofisiologico, può succedere che i bambini che hanno ricevuto l’IC prima di 3.4 anni e/o che lo usano da almeno 5.8 anni riescano ad elaborare le singole vocali e le coppie di vocali in maniera più efficace e/o più accurata. Gli altri fattori esterni studiati, ossia il timbro vocalico, le caratteristiche articolatorie delle vocali, la distanza Euclidea che caratterizza le coppie di vocali e la differente specificazione delle vocali in termini di tratti fonologici, invece, non influiscono in maniera significativa sull’elaborazione delle vocali né a livello comportamentale né a livello neurofisiologico.
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Del, Puppo Giorgia <1984>. « On the acquisition of focus : elicited production of cleft sentences and wh-questions by school-aged, Italian-speaking children ». Doctoral thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/8343.
Texte intégralRésumé :
La presente tesi di dottorato indaga la produzione elicitata di strutture grammaticali di diversa complessità sintattica in 115 bambini di madrelingua italiana di età compresa tra i 6 e i 10 anni. Nello specifico, essi sono stati sottoposti ad una batteria di compiti atti ad indurre la produzione orale delle seguenti tipologie di frasi: frasi relative, scisse, interrogative e passive. Il confronto con la performance adulta suggerisce che per alcune strutture i bambini di 9-10 anni non abbiano ancora raggiunto il livello di padronanza e fluenza dell’adulto. L’aver testato i medesimi bambini in più compiti sperimentali consente di effettuare degli interessanti paragoni tra più strutture, e ciò rappresenta un elemento di novità della tesi. Un altro importante elemento di novità riguarda l’analisi che è stata svolta di un corpus di 204 frasi interrogative prodotte dai partecipanti: essa ha riguardato la segmentazione e l’analisi prosodica delle stesse, allo scopo di individuare eventuali differenze nello sviluppo e tra la posizione di estrazione del costituente interrogativo (soggetto vs. oggetto). Nello specifico, l'analisi ha mostrato che la struttura metrica di frasi interrogative wh- sul soggetto e sull'oggetto non si differenzia sulla base della funzione sintattica del costituente estratto. Per cui, una reale ambiguità sintattica e prosodica sembra essere provata. Inoltre, l'analisi ha permesso di stabilire che i bambini in età scolare non si differenziano in modo particolare dagli adulti per quanto riguarda le abilità prosodiche. Per quanto riguarda le altre strutture indagate, i bambini mostrano di saper produrre correttamente frasi scisse contrastive e frasi relative, con alcune differenze per quanto riguarda la ben nota asimmetria soggetto-oggetto e con alcune sottili differenze rispetto agli adulti.
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Nemeskeri, Agnes Carleton University Dissertation Canadian Studies. « Linguistic behaviour in relation to the academic performance and second language acquisition of children of Italian ethnicity in selected classes ». Ottawa, 1990.
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Bolognesi, Roberta <1987>. « The comprehension and production of relative clauses in Italian : an investigation in 5-to-17-year-old children and adolescents ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4533.
Texte intégralRésumé :
In this study, I investigate the comprehension and production of restrictive subject and object relative clauses in a group of Italian-speaking typically-developing children and adolescents (age: from 5 to 17 years old). Data were collected using an agent selection task and an elicitation task.
In comprehension, I found the typical asymmetry between subject and object relatives, namely subject relatives are easier than object relatives; particularly, object relatives with a preverbal subject are easier than object relatives with a post-verbal subject. Results showed that accuracy increases with age. The same asymmetry between subject and object relatives was attested in the production task. Moreover, results showed that the subjects tended to resort to different strategies in order to avoid the production of targeted object relatives, depending on their age. Whereas the most adopted strategy by adolescents was the production of passive relatives, followed by causative constructions and ambiguous sentences, children employed a greater number of strategies as for example: the use of resumptive pronouns and resumptive full DPs, the transformation of object relatives into subject relatives and SVO sentences. At the age of 9, passive relatives begin to be used consistently. Different theories within the framework of generative grammar have been proposed to explain the results achieved in the tasks.
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Gwinner, Anne [Verfasser]. « Early Language Acquisition and the Prosody-Morphology Interface : A Perception and Production Study with German and German-Italian Children / Anne Gwinner ». Konstanz : Bibliothek der Universität Konstanz, 2016. http://d-nb.info/1112479422/34.
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Carletti, Irene <1993>. « Developing phonemic and phonological awareness in Italian EFL learners : a proposal of original and engaging teaching materials for primary school children ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15297.
Texte intégralRésumé :
Several studies have suggested a correlation between phonological awareness skills and literacy development. The impact of phonemic and phonological awareness instruction in the L1, L2 and FL on a variety of learners has thus been increasingly investigated. However, phonological awareness instruction seems to be marginalized in foreign language teaching practices, especially in Italian EFL classrooms. The aim of the present research project was thus twofold. It primarily consisted of designing original phonemic and phonological awareness activities embedded in a narrative context that could be included in Italian primary three EFL curricula. Secondly, the effectiveness of the original teaching material was evaluated on typically developing Italian EFL learners. Four eight-year-old children were seen three times a week for seven weeks. Pre- and post-tests were administered in order to assess the impact of the activities on the participants’ phonemic and phonological awareness skills. The children were tested prior to and immediately after the instructional sessions, as well as three months after the conclusion of the study. Findings show that participants’ phonological and phonemic awareness skills improved and that their progress seemed to be long-lasting. The limits of the present study, along with suggestions for further research, are discussed.
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Dei, Irene <1977>. « The Italian community in Brussels : A closer look at factors that determine parents’ decisions regarding the bilingual education of their children ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18504.
Texte intégralRésumé :
The purpose of our research is to identify what factors determine parents' decisions in relation to the linguistic development of their children in the context of multilingual families within the italian community in Brussels. Do they make conscious choices involving seeking information on bilingualism? As a preliminary step, it was necessary to define what is meant by bilingualism and multilingualism, and verify whether these terms are familiar to the average person. We thus paid particular attention to common or false assumptions related to this topic. We chose to focus our research on the Italian community residing in the city of Brussels, where the headquarters of the European Commission, the executive branch of the European Union (EU), are located. We set out to determine whether there are any public or private Institutions that provide information and support to families who find themselves making difficult decisions about linguistic and cultural matters. Such decisions inevitably have very important repercussions in terms of their children's culture and sense of identity. Given that such Institutions exist, how do they interact with the families? To answer these questions about the Italian community in Brussels, we created and distributed a Questionnaire to a sample of families with bilingual children and/or teenagers at least one of whose parents was an Italian citizen. The questions included establishing the background of the family (origin, age, level of schooling) and the strategies devised by the parents for the language education of their children. We also tried to ascertain whether the families felt that they were adequately supported by the Institutions and if so, how. We have therefore collected data and formulated conclusions on the real situation of families and the need for the Institutions to provide more support to them as part of a policy for promoting the Italian language and culture abroad.
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COSTI, STEFANIA. « CROSS-CULTURAL VALIDATION OF THE ACTIVITIES SCALE FOR KIDS PERFORMANCE VERSION : PROOF OF RELIABILITY AND VALIDITY IN ITALIAN CHILDREN WITH CEREBRAL PALSY ». Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/1007660.
Texte intégralRésumé :
Physical functioning is crucial to participation in life activities and it should always be accurately assessed in children with cerebral palsy, as it is a key element in the rehabilitation of individuals with disabilities. The Activities Scale for Kids (ASK) is one of the few reliable and responsive outcome measures that allows children and adolescents to accurately report their physical functioning in typical activities for this age. The performance version of the ASK has recently been translated and culturally adapted to the Italian context and, in its original language, is currently used to assess children with cerebral palsy, although its psychometric properties have never been investigated in a wide sample of this population.
This PhD Thesis has been implemented to validate the Italian ASK performance version in children with cerebral palsy. Three cross-sectional studies were carried out to: a) provide a description of the ASKp score distribution in a population of 209 Italian healthy school aged individuals, b) test its internal consistency and construct validity in a population of 206 children with cerebral palsy; c) collect evidence of construct convergent validity of the ASKp in a population of 60 children with cerebral palsy, by comparing its results with the 66-item Gross Motor Function Measure (GMFM-66) and with the Gross Motor Function Classification System (GMFCS) and testing the ASKp’s ability to discriminate between individuals with different functional capabilities.
In conclusion, the ASKp is valid to assess physical functioning, a crucial domain in the rehabilitation of children with cerebral palsy.
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Ramonaitė, Jogilė Teresa. « Acquisition of Italian as a second language : the situation of adoption from Lithuania ». Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130625_151252-22466.
Texte intégralRésumé :
The aim of this dissertation is to analyze the linguistic development of Lithuanian children adopted to Italy focusing on the expression of action (and state) as one of the most important communicative tasks; to define the stages of acquisition of Italian as a second language, the speed with which the stages occur and the factors that influence it; to investigate the position of Lithuanian in the linguistic repertoire of the adopted children. In order to achieve these goals a sociolinguistic survey of adoptive parents has been conducted, adopted children have been observed for a year after the adoption, spontaneous speech data were collected of one selected child, the data then has been transcribed and annotated for analysis with the program CHILDES, a detailed analysis of the expression of action / state has been conducted.
Summarizing the results of the research, the dissertation confirms that the adopted children rapidly acquire the new language (L2), they reach a very high level of linguistic quality, comparable to that of the native speakers, even though their acquisition is completely (or mostly) natural and not formal. The expression of action / state starts by using pragmatic principles and gradually passing to the grammatical ones whereas the grammar is acquired in a typical evolving sequence. Even the second language acquisition of the older adopted children has some similarities with the children’s mother tongue acquisition (L1). Age is not the major factor that... [to full text]Šios disertacijos tikslas – ištirti iš Lietuvos į Italiją įvaikintų vaikų kalbos raidą po įvaikinimo, didžiausią dėmesį skiriant veiksmo raiškai, kaip vienai svarbiausių komunikacijos tikslų; nustatyti antrosios, italų, kalbos įsisavinimo etapus, spartą ir ją lemiančius veiksnius; išsiaiškinti lietuvių kalbos padėtį įvaikintų vaikų kalbiniame repertuare. Šiam tikslui pasiekti buvo atlikta sociolingvistinė įtėvių apklausa, metus laiko po įvaikinimo stebėti vaikai ir rinkti tyrimui pasirinkto vaiko spontaninės kalbos duomenys, kurie vėliau transkribuoti ir užkoduoti analizei pagal programą CHILDES, atlikta išsami veiksmo / būsenos raiškos raidos analizė. Apibendrinant atlikto tyrimo rezultatus, disertacijoje pagrindžiama, kad įvaikinti vaikai itin sparčiai įsisavina naują (K2) kalbą, jie pasiekia labai aukštą, gimtakalbiams prilyginamą, tikslinės kalbos kokybės lygį nepaisant to, kad jų kalbos įsisavinimas yra vien tik (ar daugiausia) natūralus, o ne formalus. Veiksmo raiškos raida vyksta palaipsniui nuo pragmatinių principų pereinant prie gramatinių, o gramatika įsisavinama tipiškai, sudėtingėjančia seka. Net ir vyresnių įvaikintų vaikų antrosios kalbos įsisavinimas turi tam tikrų panašumų su mažų gimtakalbių (K1) vaikų raida. Amžius nėra pagrindinis veiksnys, leidžiantis įvaikintiems vaikams greitai ir sėkmingai įsisavinti naują kalbą. Didžiausią įtaką turi tarptautinio įvaikinimo situacijoje palanki kalbinė aplinka. Per metus naujoji kalba tampa visai ar beveik vienintelė... [toliau žr. visą tekstą]
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Casani, Emanuele <1975>. « Development of preliteracy and literacy in monolingual and mono-literate bilingual children in an Italian school setting : a longitudinal study with metaphonological, RAN, and graphic intervention ». Doctoral thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19531.
Texte intégralRésumé :
This research analyzed longitudinally the development of preliteracy and literacy in a sample of Italian monolingual and mono-literate bilingual children, who were monitored from the last year of kindergarten to the 3rd grade of primary school.
Study 1 described the typical development of preliteracy and the first steps of literacy in mono- and bilinguals. We found similar phonological skills but a disadvantage in other bilinguals’ abilities. Production of direct object clitic pronouns was difficult for both groups. A test was implemented with balanced morphosyntactic conditions.
Study 2 investigated how the above-mentioned abilities intervene in the development of literacy in the same sample. Literacy revealed its multicomponential nature. Different abilities contributed to different extents in different developmental times. RAN was assumed as a measure of phonological automaticity, intervening in every index of reading and writing. Different measures of RAN and phonological awareness predicted different portions of literacy.
Study 3 showed the effects of three different interventions (METAphonological, RAN, and GRAPHic) administered in two different cycles (in the last year of kindergarten and 1st grade of primary school). The META group and the GRAPH group improved significantly on several measures of literacy, thus showing positive effects of phonological awareness and visual-graphic training on reading and writing.
Study 4 analyzed a small group of children who developed some literacy problems. The analysis of individual, social, (meta)linguistic, and memory predictors of the difficulties showed significant effects of social deprivation (with and without language disorder), working memory, vocabulary, metaphonological skills, and RAN on the difficulties. A single training administered in the 1st grade to children reported as problematic by teachers did not show any significant effect. A double META training had positive effects on several measures of literacy. A double RAN training showed positive effects on non-word writing, which were attributed to the acquisition of automaticity in the phonological route of writing.
We conclude that interventions on preliteracy skills should be planned from kindergarten and reinforced during early literacy acquisition. They should be multicomponential to face the different abilities involved in the multifaceted tasks of reading and writing.
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MORNATI, GIULIA. « THE SENSITIVITY AND PRODUCTION OF ARTICLES AND 3rd PERSON DIRECT OBJECT CLITICS : EVIDENCE FROM EYE-MOVEMENTS, ERP RECORDINGS AND ONLINE TESTS IN ITALIAN CHILDREN AND TODDLERS ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/379211.
Texte intégralRésumé :
Le parole funtori e i morfemi flessivi sono parole che non hanno un significato indipendente ma sono molto frequenti e solitamente monosillabiche. Tra queste, possiamo trovare articoli, pronomi clitici, suffissi. Trasmettono informazioni grammaticali e strutturali e sono un aiuto critico nell'elaborazione del linguaggio. Sebbene ricerche precedenti abbiano dimostrato che i neonati sono sensibili alle parole funzione fin dai primi mesi di vita, gli studi sulla loro sensibilità e produzione in italiano sono scarsi. Questa tesi si propone di studiare la sensibilità e la produzione dei bambini italiani agli articoli e ai clitici complemento oggetto (3DO). Questa scelta è motivata dal fatto che questi due morfemi, soprattutto i clitici 3DO sono critici nell’identificare bambini monolingui e bilingui con disturbi del linguaggio. Nel Capitolo 3 abbiamo studiato la sensibilità precoce agli articoli e ai clitici 3DO. Registrando i movimenti oculari, abbiamo analizzato se i bambini di 12 mesi distinguevano tra articoli veri e pseudo-articoli e se i bambini di 20 mesi distinguevano tra clitici veri e pseudo-clitici. I risultati hanno mostrato che, per quanto riguarda gli articoli, i bambini distinguevano tra articoli veri e pseudo, preferendo guardare lo schermo quando sentivano un articolo vero. Inoltre, già a 12 mesi di età, i bambini italiani avevano acquisito sia gli articoli definiti che quelli indefiniti. Nessun risultato significativo è emerso con i clitici 3DO a causa, probabilmente, della metodologia utilizzata. I Capitoli 4 e 5 hanno approfondito l'uso di un morfema flessivo sugli articoli, il genere, nel processamento linguistico. Abbiamo dimostrato, attraverso un compito di Looking While Listening, che i bambini di 12 mesi potevano estrarre le informazioni di genere contenute negli articoli per predire i nomi che li seguivano (Capitolo 4). Infine, le registrazioni ERP hanno mostrato che i bambini di 24 mesi potevano rilevare una violazione di genere tra un'immagine e la frase associata già quando sentivano che l'articolo non corrispondeva all'immagine presentata: hanno mostrato una positività posteriore molto precoce (Capitolo 5). Infine, abbiamo studiato la produzione dei clitici 3DO presentando un utile test computerizzato per lo screening della produzione dei clitici 3DO sia nei bambini a sviluppo tipico (TD) che nei bambini con Disturbo Primario del Linguaggio (DPL). Il test ha avuto una buona sensibilità nell'identificare i bambini con DPL. Inoltre, questo test ha mostrato risultati interessanti nella popolazione bilingue: sebbene i bambini che acquisiscono l'italiano come seconda lingua fatichino nella produzione dei clitici 3DO, i bambini bilingui TD hanno ottenuto risultati altrettanto buoni dei coetanei monolingui al test (Capitolo 6). Infine, abbiamo approfondito lo studio della produzione dei clitici 3DO analizzando le differenze nella produzione dei proclitici e degli enclitici in bambini dai 4 ai 7 anni con e senza familiarità per disturbi del linguaggio e dell'apprendimento (LLI). I risultati hanno mostrato che gli enclitici erano più facili da produrre a tutte le età. Inoltre, i bambini con una storia familiare positiva per LLI hanno prodotto meno clitici rispetto ai bambini senza familiarità, soprattutto a 4 e 5 anni.Function words and inflectional morphemes do not have an independent meaning but are highly frequent and usually monosyllabic. Among these, we could find articles, clitic pronouns, nominal and verbal suffixes. They convey structural information and are a critical aid in language acquisition and processing. Although previous research has demonstrated that infants are sensitive to function words from their first months of life, studies on their sensitivity and production in Italian are scarce. This thesis aims to study the sensitivity and production of Italian infants and toddlers to articles and 3rd direct object (3DO) clitics. This choice is motivated by the fact that these two morphemes are critical in the detection of language problems, especially 3DO, in monolingual and bilingual children. Chapter 3 investigated the early sensitivity to articles and 3DO clitics. By recording eye movements, we analysed whether 12 months old infants distinguished between real and pseudo-articles and whether 20 months old toddlers distinguished between real and pseudo-clitics. Results showed that, concerning the articles, infants distinguished between real and pseudo articles, preferring to look at the screen when they heard a real article. Moreover, at already 12 months of age, Italian infants had acquired both definite and indefinite articles. No significant results emerged with 3DO clitics due, probably, to the methodology used. Chapters 4 and 5 deeply investigated the use of an inflection morpheme, gender, on articles in language processing. Through a Looking While Listening task, we showed that infants as young as 12 months could extract the gender information carried by articles to anticipate the upcoming noun (Chapter 4). Finally, ERP recordings showed that children as young as 24 months old could detect a gender violation between a picture and the associated sentence already when they heard that the article did not match the picture presented: they showed a very early posterior positivity (Chapter 5). Finally, we studied the production of 3DO clitics by presenting a helpful computerised test for screening the production of 3DO clitics both in the typical developing (TD) children and in children with Developmental Language Disorder (DLD). The test had a good sensitivity in identifying children with DLD. Moreover, this test showed interesting results in the bilingual population: although children who acquire Italian as a second language struggle with the acquisition of 3DO clitics, TD bilingual children performed as well as monolingual peers at the clitic test (Chapter 6). Finally, we have deepened the study of 3DO clitics’ production by analysing the differences in the production of proclitics and enclitics in children aged 4 to 7 years with and without familiarity with language and learning impairments (LLI). Results showed that enclitics were easier to produce at all ages. Moreover, children with a positive family history for LLI produced fewer clitics than children without familiarity, especially at 4 and 5 years.
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COLOMBO, ROBERTA. « CIRCONCISIONE RITUALE DEI MINORI E ORDINAMENTO GIURIDICO ITALIANO ». Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/719941.
Texte intégralRésumé :
The research concerns the juridical problems connected to the practice of male ritual circumcision performed on children.
In a European context where there aren’t shared normative references, the most important problems emerge where there are overlapping ethical-cultural systems in the same geographical context. The research assesses the legitimacy of ritual circumcisions within the Italian legal system.
These practices, variously classified, can constitute an instrument of demarcation of the person and of identifying the single with the "group"; this is what occurs, for example, in two great monotheistic religions: Judaism and Islam.
Religiously motivated circumcisions practiced on children are the subject of the research, which focuses on the main legal questions concerning the right to religious freedom and the right to physical integrity. After investigating the issues relating to the entitlement of the right to religious freedom of children and the limits about parents' religious education, the research analyzes the path that led to the current legal configuration of the phenomenon. A chronological criterion is followed. Finally, the research examines the practical transposition of the detected problems; the study finds that legal issues resulted in regional health choices and it analyzes the conflict resolution mechanisms.
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D'antonio, Patrizia. « L’umanismo nell’opera narrativa e divulgativa di Alberto Manzi ». Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCH031.
Texte intégralRésumé :
Alberto Manzi est un acteur clé de la vie culturelle italienne du second vingtième siècle. L’analyse de sa biographie et de son œuvre met en lumière l’humanisme qui caractérise son travail de pédagogue et d’écrivain. Cet humanisme représente le fil rouge qui sous-tend sa vie et ses expériences professionnelles animées par une exigence de renouvellement culturel qui se traduit par un engagement constant contre toutes les formes d’injustice, dans la construction d’une nouvelle paideia.Manzi a conçu de nombreux programmes de télévision et de radio pour différents publics. Il est surtout resté dans les mémoires comme le «Maestro degli italiani» pour l’émission télévisée « Non è mai troppo tardi» [Il n’est jamais trop tard] diffusée dans les années Soixante et couronnée par le prix de l’ONU pour son importante contribution à la lutte contre l’illettrisme. Professeur, formateur, mais aussi écrivain prolifique, abordant tous les genres, de la vulgarisation scientifique à la poésie, en passant par le conte et le roman, il rappelle par son encyclopédisme, plus encore que les grands pédagogues du XIX e siècle, une figure du siècle des Lumière. Il a écrit de nombreux romans (Grogh, storia di un castoro, prix Collodi, traduit en vingt langues; Orzowei, récompensé par le prix Andersen, traduit en trente-deux langues).Il a ensuite enseigné pendant des années aux nativos d’Amérique du Sud, les aidants dans leur lutte pour faire reconnaître leurs droits. Cette expérience lui a inspiré sa trilogie: La luna nelle baracche, El loco, E venne il sabato (inédits en France). Dans ces œuvres, la narration devient un cri de dénonciation et un acte d’amour, répondant à l’urgence de donner une voix aux opprimés.La première partie de ce travail, souligne les liens entre la biographie de Manzi et sa vision humaniste de la société. Nous rendons ensuite compte de l’état de la critique autour de ses œuvres et de la réception et de la fortune de ses travaux en Italie et à l’étranger. Nous nous interrogeons sur le rôle de l’adulte en tant que médiateur et prescripteur dans le choix et la lecture des romans pour la jeunesse.Puis nous abordons la question de l’actualité de son œuvre, en relation avec le problème général de la lecture en milieu scolaire. Enfin, un résumé du projet interdisciplinaire que nous avons réalisé dans un réseau d’établissements scolaires, dans le but de mettre à l’épreuve et d’interroger l’actualité de l’œuvre de notre auteur, complète cette partie.Plusieurs romans et œuvres de vulgarisation qui composent notre corpus sont analysés dans des chapitres spécifiques qui constituent la deuxième partie de notre thèse. Cette analyse nous a permis d’identifier certains éléments récurrents de la poétique de Manzi qui illustrent son profond humanisme.La troisième partie de cette recherche est consacrée à l’étude de la traduction et de l’adaptation de certains ouvrages de Manzi. Une analyse comparative des versions français et italienne de ses romans nous amène à penser qu’une nouvelle traduction plus fidèle au style et à l’esprit des textes originaux s’impose.De cette analyse émerge la figure d’un écrivain qui allie l’imagination à l’engagement, créant des récits qui emportent le lecteur tout en le poussant à réfléchir sur des thématiques cruciales.Manzi surprend, suscite l’envie de lire, éduque, grâce à la magie de son art. Ses romans résistent à l’épreuve du temps et s’inscrivent dans la lignée des grands classiquesAlberto Manzi is a key figure in the panorama of the development of Italian language and culture. The analysis of his biography and his writing highlights the humanism that characterizes all his literary works and his pedagogical thinking. A fil rouge that underlies his life and professional experiences, an urgency of renewal that results in a concrete commitment against injustice and ignorance, in the expression of a new paideia, in politically engaged writing.He wrote many novels (Grogh storia di un castoro, Collodi award, translated in 20 languages; Orzowei, honored at the Andersen award translated in 32 languages), tales, articles, informative writings; he developed TV and radio programs for children, parents and teachers. Narrator, teacher, journalist, teachers trainer, ranging from natural sciences to poetry, he could practically embody a figure of the "Renaissance".He is still remembered as ‘Maestro degli italiani’ for the 10-year TV program Non è mai troppo tardi which received the UN award for its important contribution in the fight against illiteracy in the Sixties.Afterwards he taught for years to the Natives in South America, helping them in their fight for their rights. That inspired him to write the trilogy: La luna nelle baracche, El Loco, E venne il sabato. In these works, the narration becomes a song of denunciation and an act of love: the urgency to give voice to a people, to humanity.In the first part of this work, after having highlighted the links between the biography of the author and his humanist vision, and show the status quo of criticism of the author, the reception of Manzi’s work was treated from a theoretical point of view. Then the question of timeliness of Manzi’s novels has been approached, in relation to the general problem of reading at school. A summary of the interdisciplinary project that I carried out in a network of schools, in order to verify the reception of Manzi nowadays, completes this part.In the second part of this work, several novels and informative writings compose the corpus which has been analysed in specific chapters. From this analysis, the recurrent elements of Manzi’s poetry have been extrapolated and elaborated in a separate chapter.The third part of this research include theoretical reflection on translating and adapting, on the role of the adult as intermediary in the selection and reading of novels, on the lisibilité, and also a comparative analysis of some French versions of Manzi’s novels. From this work of analysis and that on fortune, we also suggest a new translation more faithful to the style and integrity of the original texts, in view of a possible and desirable new edition of Manzi’s novels.From this analysis emerges the figure of a writer who perfectly harmonizes imagination and ethics-politically engagement: this allows the author to create stories very well appreciated by the readers who are at the same time stimulated to reflect on the theme of the story. Manzi surprises, motivates to read, educates, through the magic sphere of art and fantasy. His novels are harmoniously well built between the pedagogical aim and the aesthetic result, so they resist the test of time and encourage us to confirm the thesis of the inclusion of his works among the great classics
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SCIFO, Lidia. « Abilità di apprendimento di lettura e scrittura in bambini in età prescolare e predittori di rischio ». Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91247.
Texte intégralRésumé :
The years from birth through age 5 are a critical time for children’s development and learning. Early childhood educators understand that at home and in early childhood education settings, young children learn important skills that can provide them with the cornerstones needed for the development of later academic skills. These patterns of learning in preschool are closely linked to later achievement: children who develop more skills in the preschool years perform better in the primary grades.
The development of early skills appears to be particularly important in the area of literacy. It is estimated that more than a third of all graders (and an even higher percentage of our at-risk students) read so poorly that they cannot complete their schoolwork successfully. Providing young children with the critical precursor skills to reading and writing can offer a path to improving overall achievement (Teale & Sulzby, 1986; Badian, 1988; Tressoldi & Vio, 1996; Whitehurst & Loningan, 1998; Ehri et al., 2005; Pepi, 2004; Cornoldi & Tressoldi, 2007; Pinto et al., 2009; Puranik & Lonigan, 2011).
The purpose of this research is to identify and discuss areas of emerging evidence on the relationship between early childhood literacy experiences and subsequent reading acquisition. We do not wish to minimize the role of oral language in early literacy development, for it serves as a companion to the development of reading and writing. First, dimensions of literacy knowledge and literacy experiences are discussed, based on data from recent primary studies and reviews of emergent literacy research. Then areas of emerging evidence are examined for instructional implications for children entering school with diverse literacy experiences (Lonigan et al., 2009 ).
In general, purpose of this study was to examine the correlations between indirect and direct measures of emergent literacy skills. Another the purpose of the present study was to examine the research that correlate emergent literacy skills and risk factors of learning disabilities in children in reading and writing . Although many advances have been made in early identification and intervention for students with reading disabilities, there has been less progress in identifying the elaboration of an effective assessment tool (in the Italian language and the languages transparent and semi-transparent like Italian) or “universal screening” for the early identification of learning disabilities that includes all the variables directly and indirectly involved in the learning of reading and writing (Jiménez, 2010; Lonigan et al., 2011).
Standardized tools that assess learning to read and writing and can be accurate in identifying variables "at risk" of learning disabilities. Because some of these students may have experienced difficulty with reading from the beginning of their school careers, but other students confront reading and writing problems for the first time in primary school.
Appropriate tools have been used for an assessment of all the skills involved in learning to read and write, according to the theoretical model of The National Early Literacy Panel (NELP; see Lonigan, Schatschneider, & Westberg, 2008a). Furthermore, we have involved the teachers in the early identification , we have showed confirming the literature that have a crucial role in learning processes. Instead, the present study is a longitudinal study in two phases (two years from 2012 to 2013), in which they were observed variables involved in learning to read and write in children from last year of kindergarten until first year of primary school. An important role in this research has been given to the influence of socio-cultural context and home literacy experiences or environment which have an important role (Puranik et al., 2010; Jiménez et al., 2009). Some children who have been assessed as "at risk" during the screening of the first phase were included in a specific training.
In general, this research is divided into three main parts and three chapters:
From emergent literacy to the risk profiles of learning of reading and writing in children (chapters I)
Risk factors of learning disabilities in children : a systematic review and international meta-analysis (chapters II)
The construction of a risk profile in reading and writing in pre-school-age children (chapters III)
These three chapters are organized as three separate searches but that are related to each other by the study of the foundations of learning to read and write in typical and atypical development. The study of learning prerequisites of reading and writing as evidenced by the extensive literature throughout the world is crucial because are involved the life span. In particular, this research is characterized by the following specific and general objectives (Table 1) .
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Samperi-Mangan, Jacqueline. « Languages in contact : error analysis of Italian childrens' compositions in a multilingual context ». Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60594.
Texte intégralRésumé :
Children of Italian immigrants in Montreal are in contact with many languages and kinds of speech. French and English are used publicly, formal Italian is studied in heritage classes, a dialect of the family's region of origin is used at home, and a kind of koine is frequently used in interactions with other Italian immigrants. The contact of these languages produces various kinds of interferences. These lead a child to make errors when he tries to use the Standard Italian code. In this research, children's compositions are examined for errors which in turn are analysed and classified. The causes of these errors are investigated and statistics are presented to indicate the frequency of errors or the power of various causes.An effort is made to show all the different errors and interferences that occur, and to discover a pattern of their causes. The data put forth might eventually serve as a base for further studies on the pedagogical prevention or correction of errors in the teaching of Standard Italian as adapted to the specific situation in Montreal.
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Ruzzante, Giorgia. « La concettualizzazione della differenza nel contesto scolastico italiano ». Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3422899.
Texte intégralRésumé :
The research aims to investigate conceptualizations of some key words related to the inclusive cultures (Booth, Ainscow, 2014) within the Italian school context Italian, The identification of core themes in the conceptualization of the concepts explored will allow to obtain the processing of the commitments relating to the inclusive cultures, that will converge in the Inclusion Repertoire (Saints, Ghedin, 2012). The research hypothesis is based on some categories on the themes of diversity/difference themes taken from the literature, in particular by the Index for Inclusion (Booth, Ainscow, 2014), while leaving the possibility to bring out additional data conceptualizations.
Research has the objectives to explore the concepts of difference/diversity and inclusion; bring out the spontaneous ideas of the pupils, teachers and school administrators on the difference; identify new conceptualizations emerged from the co-construction of the concept of difference in Research Community (change/conceptual processing); derive thematic/significant nuclei recurring in the Philosophy for Children’s discussion protocols of and in interviews on the concepts of difference/diversity and inclusion.
The research, qualitative and exploratory, lies within the descriptive research on inclusive practice (Cottini, Morganti, 2015). As research methods it was used the semi-structured interview with headmasters, and the Inquiry community of Philosophy for Children with pupils and teachers in training for becoming support teacher.La ricerca si prefigge lo scopo di indagare le concettualizzazioni di alcune parole-chiave relative alle culture inclusive (Booth, Ainscow, 2014) all’interno del contesto scolastico italiano, L’individuazione dei nuclei tematici prevalenti nella concettualizzazione dei concetti esplorati consentirà di giungere all’elaborazione degli impegni relativi alle culture inclusive che confluiranno nel Repertorio per l’inclusione (Santi, Ghedin, 2012). L’ipotesi di ricerca parte da alcune categorie sui temi della diversità/differenza desunte dalla letteratura di riferimento, in particolare dall’Index for Inclusion (Booth, Ainscow, 2014), lasciando al contempo la possibilità di far emergere dai dati ulteriori concettualizzazioni inedite. La ricerca ha gli obiettivi di esplorare i concetti di differenza/diversità e inclusione; far emergere le idee spontanee di alunni, insegnanti e Dirigenti Scolastici sulla differenza; individuare le nuove concettualizzazioni emerse dalla co-costruzione del concetto di differenza nella Comunità di Ricerca (cambiamento/trasformazione concettuale); ricavare nuclei tematici/significativi ricorrenti nei protocolli di discussione di Philosophy for Children e nelle interviste sui concetti di differenza/diversità e inclusione. La ricerca, di carattere qualitativo ed esplorativo, si colloca all’interno delle ricerche descrittive sulle prassi inclusive (Cottini, Morganti, 2015). Sono state utilizzate come metodologie di ricerca per i dirigenti scolastici l’intervista semistrutturata, e per gli alunni e gli insegnanti in formazione del corso di sostegno la comunità di ricerca-Philosophy for Children.
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LIMONGELLI, PAOLA ENRICA. « The hidden children. Una ricerca partecipativa relativa al fenomeno dei young caregivers italiani ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/277261.
Texte intégralRésumé :
La presente ricerca indaga il fenomeno dei giovani “caregivers” nel contesto italiano. I young caregivers (yc) sono bambini/e e adolescenti che svolgono attività di cura. Questa condizione si verifica tipicamente quando un membro della famiglia soffre di malattie croniche o disabilità, e il giovane deve far fronte a queste difficoltà in prima persona.
I motivi per cui i yc non hanno alternative a questa condizione possono essere molteplici, come le scarse risorse finanziarie e gli aiuti insufficienti da parte dei servizi sociali e sanitari.
Anche se il fenomeno è stato studiato in diverse nazioni, non è stato ancora approfondito in Italia. Ci sono due possibili spiegazioni per questo “ritardo” nella ricerca: il sistema di welfare italiano e il concetto dell’infanzia nel nostro contesto.
In Italia il welfare è di tipo familistico, ovvero lo Stato svolge un ruolo residuale nel fornire risorse e servizi a supporto dei cittadini. Inoltre, le famiglie sono abituate a provvedere ai propri bisogni autonomamente. Tuttavia viene spontaneo pensare che questo lavoro di cura è normalmente associato a persone adulte (specie donne), ma non a minorenni. Come suggerisce la nuova sociologia dell’infanzia infatti i minori sono considerati senza autonomia, dipendendo dagli adulti.
A fronte di assente riconoscimento sociale e giuridico delle responsabilità di cura svolte da bambini e adolescenti, i young caregivers vengono definiti come un gruppo nascosto, pertanto sono anche difficili da individuare.
Per superare questo ostacolo, è stata condotta una ricerca con approccio partecipativo. L’obiettivo infatti è stato quello di coinvolgere le persone tradizionalmente considerate come oggetto di ricerca, facendole diventare protagoniste della stessa, assumendo il ruolo di co-ricercatori. Questa inversione di prospettiva è possibile solo riconoscendo in loro un “sapere esperienziale” derivante dalla vicinanza all’oggetto di studio. I co-ricercatori collaborano con un ricercatore in un "Steering group", il quale svolge la progettazione della ricerca e analizza i dati. All'interno dello " Steering group ", i co-ricercatori sviluppano consapevolezza, rielaborano la loro identità e maturano il loro bisogno di cambiamento sociale.
L’analisi della ricerca è stata condotta attraverso un mixed method, con tre livelli di analisi. In primo luogo, un'analisi secondaria sui dati dell'Istat (sondaggio multiuso su "Aspetti della vita" - 2015) è stata utile per comprendere le caratteristiche di bambini e adolescenti e confrontare le differenze tra famiglie straniere e italiane e tra nord e sud Italia. In secondo luogo, la surevy nelle scuole medie di Milano è stata utile per comprendere specifici al caregiving. Infine, è stato realizzato un focus group con potenziali yc, allo scopo di comprendere il loro livello di consapevolezza e i loro bisogni.
I yc italiani hanno le stesse caratteristiche degli altri giovani caregiver in tutto il mondo. Il fenomeno è nascosto e non riconosciuto. Di conseguenza, i yc e le loro famiglie mancano di riconoscimento e supporto sociale. La ricerca mette in luce le attività svolte in famiglia, dal lavoro domestico al supporto emotivo. Le conseguenze sui yc riguardano la scuola, le relazioni con i pari e il benessere.This paper introduces research on young carers in an Italian context. This topic describes the issue of caregiving performed by children. The activities of care begin when one family member has a chronic illness or disability and there are no alternatives for coping with these difficulties. There are many factors associated with the issue of absence of alternatives, such as: few financial resources, a weak informal support network (relatives, friends and neighbors) and insufficient aid from social and health services. Even if the phenomenon has been studied in different countries, it has not been widely investigated in Italy. There are two possible explanations for this lack of research: the Italian welfare system and the concept of childhood. In Italy welfare is familistic. It means that the State has only a residual role in providing resources or services to support citizens. Furthermore, families are mandated to provide care by themselves. One would argue that the work of care is usually associated with adult figures, in particular women, but not with minors. As the new sociology of childhood suggests, this happens because minors are considered without autonomy and their own agency and dependent on adults. . Since they are identified as a hidden group, it makes them hard to reach. In order to overcome this obstacle, a participatory approach has been used in a research on Italian young carers. Its aim was to engage people who are traditionally considered objects of research to enhance the knowledge about this topic. This way the objects of research become actors and acquire the role of co-researchers. This inversion of prospective is possible only by recognizing co-researchers being “experts by experience”, since their “experiential knowledge” comes from experiencing everyday life problems. The co-researchers work together with a researcher in a “Steering group”, which carry out the design of research and analyse the data. Inside a “Steering group”, the co-researchers develop awareness, rework their identity and mature their need for social change. The issue of this research project was analysed with a mixed-method research with three levels of analysis. Firstly, a secondary analysis on Istat data (multipurpose survey on “Aspects of life”- 2015) was useful to understand the characteristics of children and teenagers and to compare foreign verses Italian families and the differences between northern and southern Italy. Secondly, a survey in middle schools in Milan, was helpful to understand the outcomes connected to the child’s role. Lastly, focus groups were organised with young carers, in which the aim was to understand their needs, awareness and the perceptions of young caregivers. Italian young carers have the same characteristics as other young carers world-wide. The phenomenon is hidden and unrecognized. Consequently, young carers and their families lack recognition and welfare provision. The analysis shows the activities that young carers provide in their family: instrumental and care-related. The outcomes are connected to school, peer relations and personal wellness and sometimes to mental health problems.
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Poletti, Elena Maria. « Children's Books : From Shelves to Streets. Children's publishing as a tool for social change in the Italian 'anti-gender' scenario ». Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21772.
Texte intégralRésumé :
In my Degree Project I developed a case study of two independent publishers that promote children’s literature with a special focus on diversity and challenging gender stereotypes, situating them within the bigger framework of activism for gender equality and against homophobia in Italy. I looked at the potential of children’s literature as a significant instrument of communication for social change and analysed the publishers’ activities as a form of activism, specifically connected with the sphere of education. I narrow my analysis to two publishers: Lo Stampatello, specialising in children’s literature against gender stereotypes and homophobia, and Settenove, specialising in the theme of gender equality. I analysed first a selection of texts from these publishers and then some of their diffusion practices, through which they engage with other entities dealing with gender equality and LGBT rights. I see these publishers as self-aware agents of change, that produce messages about equality, deliberately diffused into the public and specifically targeting an audience of children, parents, teachers and educators, and that play an active role in the scenario of contentious politics [Tilly and Tarrow, 2007].
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Baudo, Valeria. « I ragazzi in biblioteca : la prospettiva italiana a confronto con esperienze internazionali ». Thesis, University of Parma, 2005. http://hdl.handle.net/10919/71592.
Texte intégralRésumé :
The job analyzes the lines of development of the library services devoted to chidren and young adults, with particular reference to the Italian context, in public and school libraries. It analyzes some international documents: the guidelines IFLA-UNESCOfor children's library services and the PULMAN guidelines, with a special focus on library porfessionalism.
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Berrani, Chiara. « Alice's Adventures in the Italian Land : translating children's literature in Italy across a century (1872-1988) ». Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/alices-adventures-in-the-italian-land-translating-childrens-literature-in-italy-across-a-century-18721988(db178b9b-d3b9-4224-ab49-76c39e76f36e).html.
Texte intégralRésumé :
This research presents a synchronic and a diachronic investigation of six Italian translations of Alice's Adventures in Wonderland (Alice) across a century (1872-1988). This work draws on Antoine Berman's method for the analysis of literary translations and integrates it with interdisciplinary theoretical approaches focused on the investigation of children's literature in translation. The premises of children's literature studies, translation studies, and retranslation studies underpin the analytical framework that supports the textual analysis. The examination focuses in particular on the translation strategies used to convey in Italian the culture-specific references that contribute to fashion the identity of Alice and her Wonderland. The research operates on two different levels. Firstly, it presents a synchronic investigation concerned with a close reading and analysis of each translation in linguistic and textual terms. The elements examined in the detailed survey offer the opportunity to retrace the translators' unique understanding of Alice and discuss how it was conveyed to the Italian readers. Secondly, it proposes a diachronic investigation comparing, from a chronological perspective, the translation solutions previously identified and examines how the concepts of the image of the child and dual readership have evolved in the Italian translations. The purpose of the study is to investigate the translation strategies to convey Alice in Italian, observe the patterns that emerge from the analysis of the texts and advance explanatory hypotheses that would account for the changes in the translators' understanding of Carroll's novel over time. The close reading the research centres on aims to provide a meticulous collection of the translation solutions found in the texts; these are not confined to particular passages of the book but are found throughout it, thus offering support for future analysis on the translations of Alice. Finally, this research also aims to contribute to the analysis of children's literature in translation by providing an analytical framework able to support the investigation of different aspects of books for children in translation in other languages other than Italian.
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Rech, Yasmin <1996>. « Children’s comprehension of verbal and adjectival passives : an analysis ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18278.
Texte intégralRésumé :
The aim of the present study is to investigate the linguistic competence of 23 Italian-speaking children aged between 3;6 and 6;5 when it comes to passive sentences, with special attention to the adjectival and verbal interpretation of passive. For this purpose, a linguistic test in Catalan (Gavarró & Parramon 2017) has been adapted to Italian, thus providing a further tool to test young children’s linguistic competence. A particular focus will be devoted to the Italian auxiliaries essere and venire, which are used in passive constructions. Since the auxiliary venire only allows an eventive passive interpretation, it turns out to be a pivotal variable in order to investigate whether young children are able to master verbal passives, and how this competence develops over time. The test presented in this study contains only passive sentences without the by-phrase. Contrary to the findings of Gavarró & Parramon (2017), the results obtained from the present study demonstrate how even 3-year-old children show high percentage of accuracy in the comprehension of verbal passives, and mostly, that it is the adjectival interpretation of passives that turns out to be problematic, especially for the youngest.
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Costanzo, Daniela. « Sepolture infantili nell’Italia meridionale dall’età del Ferro all’epoca arcaica : spazi, pratiche e corredi funerari ». Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEP011.
Texte intégralRésumé :
Cette recherche entend examiner les régions de l’Italie méridionale actuelle, exception faite des Pouilles, de la Sicile et des îles. L’objectif de ce travail est d’analyser le contexte des grandes nécropoles afin d’en déduire le plus d’informations possibles concernant l’imaginaire, à savoir l’ensemble des croyances et représentations, relatif aux classes d’âges inférieures parmi les différentes cultures et sociétés, autochtones et coloniales, présentes en Italie méridionale péninsulaire. Afin de mobiliser un échantillon ample et significatif sur lequel fonder notre étude, nous avons donc choisi d’analyser de manière approfondie les contextes funéraires qui présentaient au moins 100 sépultures pouvant être rattachées à la période étudiée ; des éventuels noyaux plus petits et relatifs au même contexte culturel ont tout de même étés pris en compte dans le cadre des comparaisons concernant la culture matérielle, les typologies funéraires et le traitement des corps, de même que pour la représentativité des enfants et adolescents dans la base de données archéologique. De la même manière, bien qu’ils ne soient pas pris en compte dans le catalogage qui constitue le corpus de cette étude, différents contextes et sépultures jugés significatifs ont été examinés et insérés dans l’analyse globale, afin de replacer les données de la sélection analytique dans un contexte historique et socio-culturel plus vaste. En ce qui concerne la base documentaire, cette recherche s’appuie sur l’analyse d’environ 3000 sépultures connues des publications exhaustives, ainsi que sur le catalogage de 969 contextes rattachables à des individus immatures, de l’âge périnatal à l’adolescence incluse. À ce corpus, il convient d’ajouter l’étude d’un lot inédit de nécropoles, constitué de 109 sépultures découvertes dans les années 1980 dans la propriété De Marco à Chiaromonte (Potenza), dans lequel ont été identifiées 26 tombes pour un total de 28 individus, auxquelles il faut ajouter 6 possibles inhumations en vase. Pour cette recherche, il a fallu analyser la documentation publiée sur un autre lot de la même nécropole, composé de 44 sépulturesThe archaeology of childhood developed from 1980s feminist studies trying to enlight the role of women in the reconstruction of the past: even if immature individuals made up between 40 and 65% of ancient communities, for a long time they have been neglected in the archaeological analyses and, as well as women, researchers contributed to the invisibility of children relegating them to the stereotype of passivity. In the last decennies, many archaeological studies focusing on gendered cultural constructions of childhood, mortuary treatments and evidence of social status proved the importance of these individuals in the cultural maintenance, inter- and intragenerational transmission, and cultural change of past communities. This research analyses almost 1000 tombs of children and adolescents in the necropoleis of Southern Italy between the Iron Age and the archaic period (in terms of absolute chronology, from the end of the 11th century to the first half of the Vth century B.C.). The study of the grave goods and tombs typology, the rituals performed out on the burials, the representativity within the necropolis and the mode of aggregation of the burials allowed to highlight a great variability of the funeral treatment of immature individuals, depending on the different cultural components active in this area during the period under review
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Heyde, Irene von der. « Das deutsche und italienische internationale Kindschaftsrecht im Rechtsvergleich : favor filii oder favor filiationis ? / ». Frankfurt am Main [u.a.] : Lang, 2004. http://www.gbv.de/dms/spk/sbb/recht/toc/385128215.pdf.
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Mina, Daniele. « Lo sviluppo linguistico (L1) : L'acquisizione degli articoli nei bambini italiani e spagnoli ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/9875/.
Texte intégralRésumé :
This project focuses on the acquisition of Italian and Spanish as mother tongues. Chapter 1 explores some of the main theories concerning language acquisition in order to give a general overview about this field of investigation. Chapter 2 presents the main steps of the acquisition of Italian and Spanish during childhood as described by Camaioni (2001) and Hernández Pina (1990). Chapter 3 contains an analysis carried out on several transcripts of natural conversations between children and their parents. Particular attention was paid to understand how Italian and Spanish children acquire definite and indefinite articles between 18 and 30 months of age.
The goal of this paper is to understand whether Italian and Spanish children follow the same pattern of language acquisition when articles are considered, given the undoubtable similarity of these two Romance languages. The results of this study suggest that the acquisition of articles by native Italian and Spanish speakers mirrors such similarity. Yet, Spanish children seem faster at learning new uses of articles (i.e. articulated prepositions), but at first they make many more mistakes compared to Italians. This suggests that Spanish children tend to make experiments with the linguistic items they already know in order to increase their linguistic competences. On the other hand, Italians seem slower at learning new features of their mother tongue, but the number of mistakes they make is generally lower, which suggests that they rather stabilize their competences before learning new ones. The analysis also highlights the importance of imitation in the process of language acquisition: children tend to repeat what they hear from their parents to learn new features of their mother tongue.
Needless to say, this paper only aims at serving as a springboard for further investigation, since language acquisition remains a fascinating and largely unsolved process.
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Lidman, Astrid. « Marknadsföringsrätt : En deskriptiv studie av regleringen kring TV-reklam i Sverige och Italien ». Thesis, Uppsala universitet, Medier och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-127620.
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Title: Law of Marketing – A Descriptive Study of Marketing in Sweden and Italy with focal point on TV-commercials (Marknadsföringsrätt – En deskriptiv studie av marknadsföring I Sverig och Italien med inriktning på TV-reklam) Number of pages: 34 Author: Astrid Lidman Tutor: Göran Svensson Course: Media and Communication C Period: Fall -09 University: Division of Media and Communication, Department of Information Science, Uppsala University Purpose/Aim: My goal with this study is to see the differences and similarities that can be found in the Swedish and Italian Law of Marketing. I want to compare the results to see how our different laws are still able to reach the same results concerning the protecting of our public from bad advertisement. Material/Methods: I’ve been reading laws concerning marketing. I started out my research from different commissions from EU. Then I found the equivalent laws to those commissions in both Sweden and Italy I was able to see how the two different states apply the commissions to their legal system. By doing so I also got a starting-point by getting the most important laws in both the Swedish and Italian legal system concerning marketing and commercials on TV. Main results: Since both Sweden and Italy apply the commissions from EU to their legal system, the differences were only superficial. Due to the commissions the base, of what is consider as bad marketing, was virtually the same. And when looking at the big picture they both achieved almost the same protection to their public that I think can be considered reaching high standards. The differences lay in the protection of commercials on TV towards children, and that Sweden has a little bit more regulation during the discussions about the protection concerning sexual discrimination. Keywords: Laws of Marketing, TV-commercials, prohibition of children’s commercials, inappropriate business methods, misleading advertisement, commissions, EU.
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Cino, Davide. « Il "Puer Optionis". L'Infanzia nell'epoca della Tirannia delle Possibilità Espositive. Riflessioni teoretiche e dati empirici di una ricerca esplorativa Italia-Stati Uniti ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/12097/.
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L’intento di questo lavoro è quello di trattare il tema dell’infanzia adultizzata e spettacolarizzata, definendo il “piccolo adulto” con il termine ombrello –da me concettualizzato- “Puer Optionis”, come corrispettivo infantile dell’Homo Optionis già descritto da Urlich Beck. - Il primo capitolo propone un’analisi storico-legislativa che indaga la relatività del concetto di Infanzia e le evoluzioni/involuzioni cui questo è stato soggetto, generando dei corsi e ricorsi storici che ci consentono di parlare di un “Nuovo Medioevo”, con particolare riferimento all’Italia e agli Stati Uniti. - Il secondo capitolo analizza i processi di globalizzazione e americanizzazione per delineare come bambini e bambine siano educati al raggiungimento della triade denaro-potere-successo (propria di una visione degenerata dell’American Dream). - Nel terzo capitolo si propone il concetto –da me concettualizzato- di “Tirannia delle possibilità espositive”, per descrivere un clima sociale sempre più “vetrinizzato”. Si presentano tre vetrine paradigmatiche: la città (con particolare riferimento all’agentività dei luoghi e all’infanzia “accelerata” dei bambini di Los Angeles); il palcoscenico (denunciando il fenomeno dei concorsi di bellezza americani e il caso dei “piccoli neomelodici” partenopei); i Social Networks (mettendo in discussione il costrutto di Imaginary audience e analizzando implicazioni, per bambini e genitori, della creazione di un Sé virtuale). - Nel quarto ed ultimo capitolo, infine, vengono presentati i risultati di una ricerca esplorativa sul fenomeno dello Sharenting. L’intento è quello di indagare le modalità d’uso dei Social Networks, tra i genitori del campione, nel condividere in rete storie della prole tramite la pubblicazione di foto e video.
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Condorelli, Carla Evelina Elisa. « Editoria per ragazzi, strumento di educazione linguistica. L italiano letto e ascoltato dai bambini della fascia 5-7 anni ». Doctoral thesis, Università di Catania, 2017. http://hdl.handle.net/10761/3680.
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Il presente studio indaga il ruolo svolto dalla letteratura per l infanzia e per ragazzi nella didattica, nell acquisizione e nell apprendimento dell italiano come prima lingua, in particolare in ambito extrascolastico.
I libri per bambini e per ragazzi, (insieme ai libri di scuola, ai programmi televisivi, ai cartoni animati, alle canzoncine e filastrocche, alle ninna nanne) si configurano infatti come fonti importanti di input linguistico per i bambini in età prescolare e scolare. Essi rappresentano un punto di osservazione fondamentale non solo per conoscere i processi sociologici attraverso i quali la società italiana ha veicolato (e continua a veicolare) i propri modelli culturali, ma anche per individuare la norma linguistica di riferimento e gli schemi di didattica della lingua materna, nel nostro caso l italiano.
Indagando la naturale inclinazione pedagogica, e in molti casi la programmaticità esplicita, del segmento editoriale dedicato all infanzia, il lavoro mostra la doppia identità connaturata alle opere destinate ai bambini: narrare e formare. In quest ottica, ma con un occhio attento in particolare all asse educativo destinato alla componente linguistica, abbiamo osservato in diacronia e in sincronia la produzione editoriale per bambini e ragazzi per scoprire la coscienza del delicato compito glottodidattico rivestito dalle queste opere.
Partendo dagli importanti dati forniti da Lessico elementare di Marconi/Ott/Pesenti/Rati/Tavella (1994), lo studio si è focalizzato sui repertori di fiabe presenti nelle proposte editoriali, non solo a stampa, ma anche tra cinema e tv. Concentrandosi in particolare sulle fiabe di Perrault, dalla traduzione di Carlo Collodi alle edizioni Disney, è stato infine elaborato un itinerario glottodidattico incentrato sulla fiaba, sulla lingua della fiaba e in particolare sull uso dei pronomi personali. L itinerario, che si fonda su un metodo induttivo/deduttivo (Esperimenti grammaticali di Lo Duca, 2005) può essere modulato per diverse fasce d età con finalità e obiettivi diversi a seconda del destinatario specifico dell intervento didattico.
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Riviere, Clément. « Ce que tous les parents disent ? : approche compréhensive de l’encadrement parental des pratiques urbaines des enfants en contexte de mixité sociale (Paris-Milan) ». Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0001/document.
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Le titre de la thèse renvoie aux deux enjeux principaux qu’elle se propose de traiter. Il s’agit tout d’abord d’approcher empiriquement le processus de socialisation urbaine, peu étudié en tant que tel, en l’abordant par le prisme de l’encadrement parental des pratiques urbaines des enfants. L’étude de ce rôle régulateur des parents permet notamment d’approcher la transmission plus ou moins consciente de compétences d’interaction et de mobilité, mais aussi de normes de jugement et de comportement. Le second enjeu de la thèse est la mise en lumière de la différenciation sociale et spatiale de ce processus, qui conduit à interroger par le biais de pratiques urbaines ordinaires la (re)production d’inégalités entre enfants ainsi que le rapport de leurs parents à l’altérité sociale, dans une perspective complémentaire des travaux disponibles sur la ségrégation résidentielle et scolaire. La première partie de la thèse en précise le cadre théorique et les choix méthodologiques opérés, en particulier l’enquête par entretiens (n=78) auprès de parents d’enfants âgés de 8 à 14 ans, la perspective comparée Paris-Milan et le choix de contextes de mixité sociale. La deuxième partie propose une approche compréhensive des mécanismes de la prise d’autonomie urbaine à partir d’une analyse de ses étapes ainsi que des évolutions perçues par les parents au regard de leur propre expérience enfantine. Enfin, la troisième partie s’attache à informer la différenciation de l’encadrement parental, interrogeant en particulier le rôle tenu dans celle-ci par les propriétés sociales des familles, le sexe des enfants et le contexte national et localThis work considers the parental supervision of children’s daily urban practices as an original research object for the study of socialization processes in contemporary metropolises. The study of the regulatory role of parents aims to understand how interactional and mobility skills are transmitted, and how social and gendered inequalities arise through this process in urban childhoods. Complementing previous works on urban segregation and school choice, this research compares two socially mixed areas located in Milan (Italy) and Paris (France). The data includes 78 interviews carried out with 88 parents of children aged from 8 to 14 and ethnographic fieldwork. Theoretical and methodological issues are tackled in the first part of the work. The second part focuses on the different mechanisms and stages of the urban socialization process, in both a synchronic and diachronic perspective. The third part highlights the social, sexual and local differentiation of the way children’s urban practices are supervised and suggests the effects on children of these contrasts
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ALBORGHETTI, CLAUDIA. « VOCI E IMMAGINI DI GIANNI RODARI IN TRADUZIONE INGLESE ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10791.
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La ricerca studia le riscritture delle opere di Gianni Rodari (1920-1980) in traduzione inglese attraverso la mediazione degli editori, critici letterari ma soprattutto dei traduttori tra il 1960 e il 2011. Nell’ambito degli studi sul contesto di produzione delle opere tradotte (Bassnett & Lefevere, 1998; Chesterman et al., 2000), la prima parte della ricerca presenta le caratteristiche traduttive della letteratura per l’infanzia attraverso un’analisi retrospettiva (Toury, 2012) utile a contestualizzare le opere di Rodari in inglese per il pubblico Anglo-Americano. La seconda parte illustra la mediazione linguistica dei traduttori in quattro di queste opere in inglese a partire dagli S-Universals (Chesterman, 2004). L’analisi delle traduzioni di Patrick Creagh (1965, 1971), Jack Zipes e Antony Shugaar (2008, 2011 rispettivamente), condotta attraverso le nove categorie traduttive proposte da J. L. Malone nel 1988, ha mostrato diversi gradi di addomesticamento ed estraniamento traduttivo (Venuti, 1995) a seconda dell’età del pubblico ricevente. Specificamente, le traduzioni addomesticanti si sono rivelate creative al punto da avvicinarsi all’intento narrativo di Rodari nei testi originali. La traduzione estraniante di Shugaar del 2011 ha mantenuto i riferimenti alla cultura italiana del testo rodariano, mostrando un cambiamento di pubblico ricevente dal testo fonte (pubblico giovane) al testo di arrivo (adulti).The research investigates the extent to which Gianni Rodari’s (1920-1980) works changed in their English translations through the mediating presence of publishers, reviewers, and especially translators between the 1960s and 2011. With reference to the cultural context of production of translated works (Bassnett & Lefevere, 1998; Chesterman et al., 2000), translational patterns of children’s literature were firstly studied from a retrospective point of view (Toury, 2012) to contextualise Rodari’s books in English in the UK and the US. Secondly, the intervention of translators in four of these books was analysed within the mediation framework provided by S-Universals in translation (Chesterman, 2004). The discrete analysis of the translations by Patrick Creagh (1965, 1971), Jack Zipes and Antony Shugaar (2008, 2011 respectively), based on the nine translational trajections identified by J. L. Malone (1988), showed that the translators adopted different foreignising and domesticating strategies (Venuti, 1995) according to the intended public. More specifically, domesticating strategies presented a high degree of creativity in line with Rodari’s original narrative purpose, whereas Shugaar’s foreignising translation (2011) retained references to the Italian culture as in Rodari’s source text, marking a shift of audience from children to adults, from the Italian to the English target text.
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Schwartz, Cecilia. « Capriole in cielo : Aspetti fantastici nel racconto di Gianni Rodari ». Doctoral thesis, Stockholm University, Department of French, Italian and Classical Languages, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-847.
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The purpose of this dissertation is to study the fantastic in the tales of the Italian children’s author Gianni Rodari. This analysis is grounded in the hypothesis that the fantastic is primarily characterized by two esthetic qualities, play and lightness, both of which are manifested at different levels in these texts, as well as in the relation between children and adults.
As a background for the textual analysis in the present work, an introductory review is provided of previous research, followed by a historical and theoretical consideration of fantastical children’s literature, together with a study of Rodari’s own relation to the fantastic. For previous research, the results clearly indicate an arbitrary relationship to Rodari’s texts, such that the fantastic is admittedly recognized, but is often confused with the fairy-tale. However, the present review of the history of Italian fantastical literature for children indicates that Rodari is writing in a fantastical and humorous tradition that begins with Pinocchio, a tradition that is inter alia characterized by its ability to bridge the gap between children’s and adult literature. Based on theoretical definitions of the fairy-tale (Propp, Thompson, Lüthi) and the fantastic (Todorov, Rabkin, Jackson, Held), the present work presents its own model for the study of Rodari’s texts, which are also compared with the author’s own poetics, The Grammar of Fantasy.
A narratological analysis of a tale with both a children’s and an adult version (in itself an example of crosswriting) demonstrates that the fantastic and the humoristic are given freer rein when Rodari is writing for children. This appears to be linked to his concept of the child as the ideal reader, a reader primarily defined by an open and unprejudiced attitude to literature, rather than by age per se. The dissertation’s study of play and lightness (lack of weight) clearly confirms the hypothesis that these elements are a major component of the fantastic in Rodari’s texts; the results nevertheless indicate that play dominates on the level of language, and lightness on that of content.
One of the most important results of this dissertation is that Rodari’s texts, in addition to possessing certain stylistic characteristics, do not demonstrate any deeper similarities to fairy tales. Instead, the author’s tales share numerous characteristics with the traditional concept of the fantastic such as a clear reaction to the supernatural element, and a particular interest in both the material nature of language and existential liminal regions. At the same time, the results indicate several specific characteristics that distinguish the fantastic in Rodari from that which is written for adults, such as its explicit grounding in the child’s everyday existence and imaginative world, as well as its backgrounding of frightening aspects, with prominence instead being given to playfulness.
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SURDI, ELENA. « Antonio Rubino tra le pagine dei periodici per ragazzi : un artista ironico nel periodo fascista ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1670.
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Lo scrittore ed illustratore Antonio Rubino (1880-1964) fu artista di rilievo nel panorama letterario infantile del Novecento, prolifico nell’ideare opere connotate da forte ironia e da soluzioni espressive multimediali. La ricerca dà risalto a quanto pubblicato dall’artista sanremasco sulle pagine dei periodici per ragazzi nella prima metà del XX secolo, settore ad oggi privo di uno studio sistematico. Si tratta di un punto di vista favorevole a far emergere i contenuti trasmessi dall’autore al destinatario infantile, nonché a fare luce sul controverso rapporto con il fascismo e a tratteggiare l’evoluzione multimediale della sua produzione per l’infanzia. La definizione di una poetica rubiniana, che colga le matrici artistiche e le peculiarità ironiche della sua arte, conduce ad una riflessione educativa che interroghi la responsabilità assunta da Rubino nei confronti dell’infanzia lettrice.The writer and illustrator Antonio Rubino (1880-1964) was a significant artist in the children’s literary panorama of the twentieth century. His works are connoted by strong irony and multimedia expressive solutions. This research is focused on Rubino’s works edited on children’s periodicals in the first half of the 20th century, a field that hasn’t been systematically studied yet by critics. This ideal point of view highlights the contents transmitted by the author to the young reader, underlines the relationship between the artist and the fascism and delineates the multimedia evolution of his children’s production. The analysis of the Rubino’s artistic thought, influenced by the contemporary trends, shows the peculiarities of his ironic style. It also guides to an educative consideration that examines the responsibilities of the author for young readers.
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Poitrenaud-Lamesi, Brigitte. « « Pinocchio, un enfant parallèle » : La question du père et du fils dans l’œuvre de Carlo Collodi (1826-1890) ». Thesis, Paris 4, 2009. http://www.theses.fr/2009PA040233.
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Écrivain dramatique, romancier, nouvelliste et conteur, Carlo Collodi (1826-1890), à sa mort, est avant tout reconnu comme un journaliste de talent, auteur apprécié de livres pour enfants. Paradoxalement, l’œuvre de Collodi, sous la plume de ses biographes les plus célèbres, devient ensuite celle d’un seul livre : Le avventure di Pinocchio. Storia di un burattino (1883), un chef-d’œuvre isolé « écrit par hasard » (selon l’expression de P.Pancrazi). La recherche récente de type philologique – en particulier les travaux de Daniela Marcheschi – réinsère Pinocchio dans un ensemble littéraire faisant fonction d’atelier de création, dans lequel se sont élaborés les outils stylistiques et thématiques ancillaires de l’œuvre majeure. Une étude intertextuelle, ainsi qu’une approche de type anthropologique, de l’ensemble du corpus collodien, montrent que Pinocchio est l’aboutissement d’une recherche existentielle : le projet collodien, paré de la magie des contes de fées, explore les limites du vivant et de l’inanimé, il pose la question de l’intégrité des êtres. L’analyse textuelle révèle que l’auteur a tenté, avec Pinocchio, une opération de « reproduction », de régénération, un engendrement sans la mère: la création du pantin n’est pas celle d’un être nouveau mais initialement celle d’un double du vieillard, rajeuni. Voilà pourquoi « l’enfant parallèle », auquel Collodi donne corps, n’est pas le fruit d’un désir de paternité classique, mais l’objet d’une entreprise chimérique visant à refuser le destin mortel de l’hommeCarlo Collodi (1826-1890) playwright, novelist, short story writer and storyteller was, at his death, known primarily as a talented journalist and author of popular books for children. Paradoxically, Collodi’s work, according to his most famous biographers, had been reduced to a single book: Le avventure di Pinocchio. Storia di un burattino (1883), an isolated masterpiece "written by chance" (in the words of P. Pancrazi). Recent philological research - in particular the work of Daniela Marcheschi - reinserts Pinocchio into a literary corpus that functioned as a creative writing workshop, in which the stylistic and thematic tools subordinate to the main work were developed. An intertextual study and an anthropological approach to the complete works of Collodi show that Pinocchio is the culmination of an existential search: Collodi’s design, adorned with the magic of fairy tales, is to explore the limits of the animate and the inanimate and raise the question of the integrity of the human being. Textual analysis shows that what the author attempted with Pinocchio is a project of reproduction or regeneration, a sort of engendering without the mother: the puppet he created is not initially a new being, but rather a duplicate of the old man rejuvenated. That is why "the parallel child " to which Collodi gives life stems not from the desire for traditional paternity, but from the impossible dream of refusing the mortal destiny of man
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Ritucci, Raffaella. « Bambine e ragazzi bilingui nelle classi multietniche di Torino ». Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
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Guillemard, Eléna. « L'adieu aux ordres. Les sécularisations des religieuses au moment de la Réforme (France, Suisse, Angleterre, XVIe siècle) ». Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE3020.
Texte intégralRésumé :
Sur les quelques 200 femmes retrouvées qui quittent les ordres religieux au cours du XVIe siècle en France, en Suisse et en Angleterre, certains itinéraires de vie montrent la difficulté d’une adaptation au siècle, qui prend d’abord une forme économique. En effet, ces femmes, souvent privées d’un soutien familial (elles ont pu sortir contre le gré de leurs familles car leur sortie menaçait les héritages familiaux en les réinstaurant potentiellement parmi les héritières potentielles), seules dans le monde pour la première fois de leur vie, doivent trouver les moyens d’une adaptation séculière. Mais la marge de manœuvre n’est pas toujours large : ainsi, d’un côté, des femmes de la grande noblesse, telle Charlotte de Bourbon, future princesse d’Orange, sortent et retrouvent leur position sociale, profitant de réseaux anciens de solidarité nobles, de l’autre, des femmes inconnues, issues de familles aux origines sociales variées, affrontent le retour au siècle sans relais ni soutiens économiques, amicaux ou familiaux. Se posent alors les questions du devenir de ces femmes : quelles formes prend leur sécularisation ? Si les discours protestants et catholiques acclament ou condamnent le mariage, il semblerait que ce choix ne soit pas le premier fait par ces femmes en rupture de cloître. Ainsi, ces parcours présentent des alternatives multiples, entre l’élaboration d’un foyer conjugal, l’obtention de pensions, de rentes, ou un retour familial. Les anciennes religieuses inventent donc leur itinéraire de vie, dans un contexte d’affrontements confessionnels au sein duquel leur statut d’anciennes religieuses influence et conditionne sans cesse les modalités et les conditions de possibilité de leur retourOut of the 200 or so women that I found who left the religious orders during the 16th century in France, Switzerland and England, certain life paths suggest the difficulty of adapting to the secular life, especially in terms of economy. Indeed, these women, often deprived of family support (they were able to leave against the will of their families because their exit threatened family legacies by reintroducing them as potential heirs), alone in the world for the first time, had to find the means for a secular adaptation. But their capacity for action was often limited: thus, on the one hand, noble women, such as Charlotte de Bourbon, the future Princess of Orange, left and regained their former social position, with the help of various networks of solidarity; on the other hand, less famous women, from families with various social backgrounds, faced the return to the world without any economic, friendly or family support. A question then arises as to the future of these women: what form does their secularization take? If Protestant and Catholic discourses acclaimed or condemned marriage, it would seem that only some of the women who had escaped from the cloister chose that path. Thus, these paths present multiple alternatives, between forming a conjugal home, obtaining pensions, annuities, or returning to their parents’ home. Through these paths, the former nuns invented their life itineraries, in a context of religious confrontations in which their status as former nuns constantly influenced and conditioned the modalities of their return to the world
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Talarico, Frances. « Women in a Southern Italian-Canadian subculture : sexuality and socialization / ». 2003.
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