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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10278/45569

Titolo: La formazione linguistica nell'università
Autore⁄i: Daloiso, Michele
Balboni, Paolo E.
Data di pubblicazione: 2012
Tipo di documento: Book
Serie: SAIL
 - Studi sull’apprendimento e l’insegnamento linguistico 3
Publisher: Edizioni Ca' Foscari
Abstract: The first chapter provides an overview on the role of foreign language learning within the European Union language policy. Particularly, the chapter discusses the key-data drawn from a considerable number of research studies, surveys and statistics carried out by various European bodies, such as the European Commission, Eurobarometer, Eurostat etc. The data are categorized into three areas: languages and European citizenship, languages and labour market, languages and higher education. The overall picture emerging from the data shows some interesting trends. Firstly, the level of foreign language competence across Europe is not homogeneous. According to the data available, Northern and Central European countries clearly outperform the other countries (particularly, Italy’s performance looks unsatisfactory, with little progress over the last decade). Secondly, since low degrees of language competence have been proven to affect international trade negatively, many employers claim that foreign language skills are assuming a pivotal role when recruiting higher education graduates. Thirdly, as a consequence of this trend, many higher education institutions in Europe are offering compulsory language courses at an intermediate and advanced level. The second chapter is devoted to an in-depth analysis of foreign language teaching among Italian universities, with particular reference to non-linguistic Faculties and Departments (e.g. Faculty of Science, Economics, Humanities etc.). The chapter is divided into two parts. The first section discusses the legislative and political framework regulating foreign language study in the Undergraduate and Postgraduate degrees in Italy. The second part discusses the results of a research study conducted by the author of the chapter on the current language policies of the top-ranking Italian universities (according to the Times Higher Education World University Rankings 2011-2012). Particularly, the survey collected data on language proficiency admission requirements, the general features of the language courses offered by the institution, and the final levels of proficiency. The previous chapters focused on how the study of foreign languages is currently organized at the University level and highlighted a mismatch between the organizational models adopted in many European institutions and the Italian situation. Consequently, the third chapter focuses on how Italian universities should reorganize the study of foreign languages, particularly in non-linguistic curricula. On the one hand the chapter discusses some key-notions which tend to be misinterpreted in normal practice (e.g. the difference between a certificate of attendance and an international language certification, the stereotyped view of languages for specific purposes, which are mostly reduced to specialized vocabulary etc.). On the other hand the chapter highlights some cornerstones of foreign language teaching theory and methodology, which are far from being recognized at the university level. Chapter four outlines a reference model for language teaching and learning at the university level, with particular reference to non-linguistic fields of study (Economics, Science, Humanities etc.). The chapter provides a set of specific guidelines, whose level of applicability depends on the quality of the language policy that Italian universities are willing to adopt. The model results from the combination of two sets of data: on the one hand, the data collected in the research studies described in chapters one and two, on the other hand, the data gathered so far by some Italian language centers which have been working on this field for at least a decade.
Lingua del testo: eng
ita
Accessibilità del testo pieno: open
InLEAR. Miscellaneous Linguistic Materials >SAIL: Studi sull'apprendimento e l'insegnamento linguistico

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