Gotowa bibliografia na temat „Computer-assisted instruction – Italy”

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

IntroductionFood Studies is a relatively recent area of research enquiry in Australia and Magazine Studies is even newer (Le Masurier and Johinke), with the consequence that Australian culinary magazines are only just beginning to be investigated. Moreover, although many major libraries have not thought such popular magazines worthy of sustained collection (Fox and Sornil), considering these publications is important. As de Certeau argues, it can be of considerable consequence to identify and analyse everyday practices (such as producing and reading popular magazines) that seem so minor and insignificant as to be unworthy of notice, as these practices have the ability to affect our lives. It is important in this case as these publications were part of the post-war gastronomic environment in Australia in which national tastes in domestic cookery became radically internationalised (Santich). To further investigate Australian magazines, as well as suggesting how these cosmopolitan eating habits became more widely embraced, this article will survey the various ways in which the idea of “abroad” is expressed in one Australian culinary serial from the post-war period, Australian Wines & Food Quarterly magazine, which was published from 1956 to 1960. The methodological approach taken is an historically-informed content analysis (Krippendorff) of relevant material from these magazines combined with germane media data (Hodder). All issues in the serial’s print run have been considered.Australian Post-War Culinary PublishingTo date, studies of 1950s writing in Australia have largely focused on literary and popular fiction (Johnson-Wood; Webby) and literary criticism (Bird; Dixon; Lee). There have been far fewer studies of non-fiction writing of any kind, although some serial publications from this time have attracted some attention (Bell; Lindesay; Ross; Sheridan; Warner-Smith; White; White). In line with studies internationally, groundbreaking work in Australian food history has focused on cookbooks, and includes work by Supski, who notes that despite the fact that buying cookbooks was “regarded as a luxury in the 1950s” (87), such publications were an important information source in terms of “developing, consolidating and extending foodmaking knowledge” at that time (85).It is widely believed that changes to Australian foodways were brought about by significant post-war immigration and the recipes and dishes these immigrants shared with neighbours, friends, and work colleagues and more widely afield when they opened cafes and restaurants (Newton; Newton; Manfredi). Although these immigrants did bring new culinary flavours and habits with them, the overarching rhetoric guiding population policy at this time was assimilation, with migrants expected to abandon their culture, language, and habits in favour of the dominant British-influenced ways of living (Postiglione). While migrants often did retain their foodways (Risson), the relationship between such food habits and the increasingly cosmopolitan Australian food culture is much more complex than the dominant cultural narrative would have us believe. It has been pointed out, for example, that while the haute cuisine of countries such as France, Italy, and Germany was much admired in Australia and emulated in expensive dining (Brien and Vincent), migrants’ own preference for their own dishes instead of Anglo-Australian choices, was not understood (Postiglione). Duruz has added how individual diets are eclectic, “multi-layered and hybrid” (377), incorporating foods from both that person’s own background with others available for a range of reasons including availability, cost, taste, and fashion. In such an environment, popular culinary publishing, in terms of cookbooks, specialist magazines, and recipe and other food-related columns in general magazines and newspapers, can be posited to be another element contributing to this change.Australian Wines & Food QuarterlyAustralian Wines & Food Quarterly (AWFQ) is, as yet, a completely unexamined publication, and there appears to be only three complete sets of this magazine held in public collections. It is important to note that, at the time it was launched in the mid-1950s, food writing played a much less significant part in Australian popular publishing than it does today, with far fewer cookbooks released than today, and women’s magazines and the women’s pages of newspapers containing only small recipe sections. In this environment, a new specialist culinary magazine could be seen to be timely, an audacious gamble, or both.All issues of this magazine were produced and printed in, and distributed from, Melbourne, Australia. Although no sales or distribution figures are available, production was obviously a struggle, with only 15 issues published before the magazine folded at the end of 1960. The title of the magazine changed over this time, and issue release dates are erratic, as is the method in which volumes and issues are numbered. Although the number of pages varied from 32 up to 52, and then less once again, across the magazine’s life, the price was steadily reduced, ending up at less than half the original cover price. All issues were produced and edited by Donald Wallace, who also wrote much of the content, with contributions from family members, including his wife, Mollie Wallace, to write, illustrate, and produce photographs for the magazine.When considering the content of the magazine, most is quite familiar in culinary serials today, although AWFQ’s approach was radically innovative in Australia at this time when cookbooks, women’s magazines, and newspaper cookery sections focused on recipes, many of which were of cakes, biscuits, and other sweet baking (Bannerman). AWFQ not only featured many discursive essays and savory meals, it also featured much wine writing and review-style content as well as information about restaurant dining in each issue.Wine-Related ContentWine is certainly the most prominent of the content areas, with most issues of the magazine containing more wine-related content than any other. Moreover, in the early issues, most of the food content is about preparing dishes and/or meals that could be consumed alongside wines, although the proportion of food content increases as the magazine is published. This wine-related content takes a clearly international perspective on this topic. While many articles and advertisements, for example, narrate the long history of Australian wine growing—which goes back to early 19th century—these articles argue that Australia's vineyards and wineries measure up to international, and especially French, examples. In one such example, the author states that: “from the earliest times Australia’s wines have matched up to world standard” (“Wine” 25). This contest can be situated in Australia, where a leading restaurant (Caprice in Sydney) could be seen to not only “match up to” but also, indeed to, “challenge world standards” by serving Australian wines instead of imports (“Sydney” 33). So good, indeed, are Australian wines that when foreigners are surprised by their quality, this becomes newsworthy. This is evidenced in the following excerpt: “Nearly every English businessman who has come out to Australia in the last ten years … has diverted from his main discussion to comment on the high quality of Australian wine” (Seppelt, 3). In a similar nationalist vein, many articles feature overseas experts’ praise of Australian wines. Thus, visiting Italian violinist Giaconda de Vita shows a “keen appreciation of Australian wines” (“Violinist” 30), British actor Robert Speaight finds Grange Hermitage “an ideal wine” (“High Praise” 13), and the Swedish ambassador becomes their advocate (Ludbrook, “Advocate”).This competition could also be located overseas including when Australian wines are served at prestigious overseas events such as a dinner for members of the Overseas Press Club in New York (Australian Wines); sold from Seppelt’s new London cellars (Melbourne), or the equally new Australian Wine Centre in Soho (Australia Will); or, featured in exhibitions and promotions such as the Lausanne Trade Fair (Australia is Guest;“Wines at Lausanne), or the International Wine Fair in Yugoslavia (Australia Wins).Australia’s first Wine Festival was held in Melbourne in 1959 (Seppelt, “Wine Week”), the joint focus of which was the entertainment and instruction of the some 15,000 to 20,000 attendees who were expected. At its centre was a series of free wine tastings aiming to promote Australian wines to the “professional people of the community, as well as the general public and the housewife” (“Melbourne” 8), although admission had to be recommended by a wine retailer. These tastings were intended to build up the prestige of Australian wine when compared to international examples: “It is the high quality of our wines that we are proud of. That is the story to pass on—that Australian wine, at its best, is at least as good as any in the world and better than most” (“Melbourne” 8).There is also a focus on promoting wine drinking as a quotidian habit enjoyed abroad: “We have come a long way in less than twenty years […] An enormous number of husbands and wives look forward to a glass of sherry when the husband arrives home from work and before dinner, and a surprising number of ordinary people drink table wine quite un-selfconsciously” (Seppelt, “Advance” 3). However, despite an acknowledged increase in wine appreciation and drinking, there is also acknowledgement that this there was still some way to go in this aim as, for example, in the statement: “There is no reason why the enjoyment of table wines should not become an Australian custom” (Seppelt, “Advance” 4).The authority of European experts and European habits is drawn upon throughout the publication whether in philosophically-inflected treatises on wine drinking as a core part of civilised behaviour, or practically-focused articles about wine handling and serving (Keown; Seabrook; “Your Own”). Interestingly, a number of Australian experts are also quoted as stressing that these are guidelines, not strict rules: Crosby, for instance, states: “There is no ‘right wine.’ The wine to drink is the one you like, when and how you like it” (19), while the then-manager of Lindemans Wines is similarly reassuring in his guide to entertaining, stating that “strict adherence to the rules is not invariably wise” (Mackay 3). Tingey openly acknowledges that while the international-style of regularly drinking wine had “given more dignity and sophistication to the Australian way of life” (35), it should not be shrouded in snobbery.Food-Related ContentThe magazine’s cookery articles all feature international dishes, and certain foreign foods, recipes, and ways of eating and dining are clearly identified as “gourmet”. Cheese is certainly the most frequently mentioned “gourmet” food in the magazine, and is featured in every issue. These articles can be grouped into the following categories: understanding cheese (how it is made and the different varieties enjoyed internationally), how to consume cheese (in relation to other food and specific wines, and in which particular parts of a meal, again drawing on international practices), and cooking with cheese (mostly in what can be identified as “foreign” recipes).Some of this content is produced by Kraft Foods, a major advertiser in the magazine, and these articles and recipes generally focus on urging people to eat more, and varied international kinds of cheese, beyond the ubiquitous Australian cheddar. In terms of advertorials, both Kraft cheeses (as well as other advertisers) are mentioned by brand in recipes, while the companies are also profiled in adjacent articles. In the fourth issue, for instance, a full-page, infomercial-style advertisement, noting the different varieties of Kraft cheese and how to serve them, is published in the midst of a feature on cooking with various cheeses (“Cooking with Cheese”). This includes recipes for Swiss Cheese fondue and two pasta recipes: spaghetti and spicy tomato sauce, and a so-called Italian spaghetti with anchovies.Kraft’s company history states that in 1950, it was the first business in Australia to manufacture and market rindless cheese. Through these AWFQ advertisements and recipes, Kraft aggressively marketed this innovation, as well as its other new products as they were launched: mayonnaise, cheddar cheese portions, and Cracker Barrel Cheese in 1954; Philadelphia Cream Cheese, the first cream cheese to be produced commercially in Australia, in 1956; and, Coon Cheese in 1957. Not all Kraft products were seen, however, as “gourmet” enough for such a magazine. Kraft’s release of sliced Swiss Cheese in 1957, and processed cheese slices in 1959, for instance, both passed unremarked in either the magazine’s advertorial or recipes.An article by the Australian Dairy Produce Board urging consumers to “Be adventurous with Cheese” presented general consumer information including the “origin, characteristics and mode of serving” cheese accompanied by a recipe for a rich and exotic-sounding “Wine French Dressing with Blue Cheese” (Kennedy 18). This was followed in the next issue by an article discussing both now familiar and not-so familiar European cheese varieties: “Monterey, Tambo, Feta, Carraway, Samsoe, Taffel, Swiss, Edam, Mozzarella, Pecorino-Romano, Red Malling, Cacio Cavallo, Blue-Vein, Roman, Parmigiano, Kasseri, Ricotta and Pepato” (“Australia’s Natural” 23). Recipes for cheese fondues recur through the magazine, sometimes even multiple times in the same issue (see, for instance, “Cooking With Cheese”; “Cooking With Wine”; Pain). In comparison, butter, although used in many AWFQ’s recipes, was such a common local ingredient at this time that it was only granted one article over the entire run of the magazine, and this was largely about the much more unusual European-style unsalted butter (“An Expert”).Other international recipes that were repeated often include those for pasta (always spaghetti) as well as mayonnaise made with olive oil. Recurring sweets and desserts include sorbets and zabaglione from Italy, and flambéd crepes suzettes from France. While tabletop cooking is the epitome of sophistication and described as an international technique, baked Alaska (ice cream nestled on liquor-soaked cake, and baked in a meringue shell), hailing from America, is the most featured recipe in the magazine. Asian-inspired cuisine was rarely represented and even curry—long an Anglo-Australian staple—was mentioned only once in the magazine, in an article reprinted from the South African The National Hotelier, and which included a recipe alongside discussion of blending spices (“Curry”).Coffee was regularly featured in both articles and advertisements as a staple of the international gourmet kitchen (see, for example, Bancroft). Articles on the history, growing, marketing, blending, roasting, purchase, percolating and brewing, and serving of coffee were common during the magazine’s run, and are accompanied with advertisements for Bushell’s, Robert Timms’s and Masterfoods’s coffee ranges. AWFQ believed Australia’s growing coffee consumption was the result of increased participation in quality internationally-influenced dining experiences, whether in restaurants, the “scores of colourful coffee shops opening their doors to a new generation” (“Coffee” 39), or at home (Adams). Tea, traditionally the Australian hot drink of choice, is not mentioned once in the magazine (Brien).International Gourmet InnovationsAlso featured in the magazine are innovations in the Australian food world: new places to eat; new ways to cook, including a series of sometimes quite unusual appliances; and new ways to shop, with a profile of the first American-style supermarkets to open in Australia in this period. These are all seen as overseas innovations, but highly suited to Australia. The laws then controlling the service of alcohol are also much discussed, with many calls to relax the licensing laws which were seen as inhibiting civilised dining and drinking practices. The terms this was often couched in—most commonly in relation to the Olympic Games (held in Melbourne in 1956), but also in relation to tourism in general—are that these restrictive regulations were an embarrassment for Melbourne when considered in relation to international practices (see, for example, Ludbrook, “Present”). This was at a time when the nightly hotel closing time of 6.00 pm (and the performance of the notorious “six o’clock swill” in terms of drinking behaviour) was only repealed in Victoria in 1966 (Luckins).Embracing scientific approaches in the kitchen was largely seen to be an American habit. The promotion of the use of electricity in the kitchen, and the adoption of new electric appliances (Gas and Fuel; Gilbert “Striving”), was described not only as a “revolution that is being wrought in our homes”, but one that allowed increased levels of personal expression and fulfillment, in “increas[ing] the time and resources available to the housewife for the expression of her own personality in the management of her home” (Gilbert, “The Woman’s”). This mirrors the marketing of these modes of cooking and appliances in other media at this time, including in newspapers, radio, and other magazines. This included features on freezing food, however AWFQ introduced an international angle, by suggesting that recipe bases could be pre-prepared, frozen, and then defrosted to use in a range of international cookery (“Fresh”; “How to”; Kelvinator Australia). The then-new marvel of television—another American innovation—is also mentioned in the magazine ("Changing concepts"), although other nationalities are also invoked. The history of the French guild the Confrerie de la Chaine des Roitisseurs in 1248 is, for instance, used to promote an electric spit roaster that was part of a state-of-the-art gas stove (“Always”), and there are also advertisements for such appliances as the Gaggia expresso machine (“Lets”) which draw on both Italian historical antecedence and modern science.Supermarket and other forms of self-service shopping are identified as American-modern, with Australia’s first shopping mall lauded as the epitome of utopian progressiveness in terms of consumer practice. Judged to mark “a new era in Australian retailing” (“Regional” 12), the opening of Chadstone Regional Shopping Centre in suburban Melbourne on 4 October 1960, with its 83 tenants including “giant” supermarket Dickens, and free parking for 2,500 cars, was not only “one of the most up to date in the world” but “big even by American standards” (“Regional” 12, italics added), and was hailed as a step in Australia “catching up” with the United States in terms of mall shopping (“Regional” 12). This shopping centre featured international-styled dining options including Bistro Shiraz, an outdoor terrace restaurant that planned to operate as a bistro-snack bar by day and full-scale restaurant at night, and which was said to offer diners a “Persian flavor” (“Bistro”).ConclusionAustralian Wines & Food Quarterly was the first of a small number of culinary-focused Australian publications in the 1950s and 1960s which assisted in introducing a generation of readers to information about what were then seen as foreign foods and beverages only to be accessed and consumed abroad as well as a range of innovative international ideas regarding cookery and dining. For this reason, it can be posited that the magazine, although modest in the claims it made, marked a revolutionary moment in Australian culinary publishing. As yet, only slight traces can be found of its editor and publisher, Donald Wallace. The influence of AWFQ is, however, clearly evident in the two longer-lived magazines that were launched in the decade after AWFQ folded: Australian Gourmet Magazine and The Epicurean. 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[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

The teaching of a foreign language involves the use of methods, rooted in an approach to language teaching, and often incorporates the use of technology such as computers and multimedia. In order to examine the approach, method, and use of multimedia technology in the teaching of Italian in British Columbia at the elementary and secondary levels, it is important to first define these critical elements. The first chapter examines the global shift from using a Grammar-Translation Approach to teaching foreign languages towards using a Communicative Approach. It is interesting to note that this shift spans numerous centuries and develops gradually through a series of innovative foreign language teaching approaches and methods. The second chapter provides an in-depth look at this Communicative Approach. It examines the theories it is based on, the components a Communicative Language Teaching or CLT syllabus incorporates, as well as the classroom manifestations of CLT, including the types of activities used, the role of grammar, the learning resources used, the teacher's role, and the student's role. The chapter also reviews criticism levied against CLT. The third chapter examines the role of computer technology in foreign language teaching. As computers become ubiquitous, it is important to highlight the reason why computers go hand in hand with CLT; computer technology incorporates aspects of the theories which Communicative Approach is based upon. As such, computer technology should be part of the CLT classroom but only after the most effective Computer Assisted Language Learning or CALL program has been chosen. This chapter identifies criteria for the selection of effective CALL as well as identifying how to implement CALL in the classroom setting. In trying to examine CALL's overall value to CLT, the chapter also highlights some of the positive and negative attributes of CALL. The final chapter uses the terminology and approaches introduced in previous chapters and relates them to the actual panorama of Italian taught at the elementary and secondary levels in British Columbia. The driving force behind the use of the Communicative Approach and the use of computer technology in the local teaching of Italian comes from the Italian Ministero degli affari esteri, or MAE. This can be seen through MAE's foreign policy, their financial assistance, their trained personnel sent to assist local teachers of Italian, and their ongoing commitment to the teaching of Italian abroad. The chapter, through a questionnaire completed by local teachers of Italian, also tries to ascertain whether the resources offered by MAE are being used to their fullest.