L’approccio del Linguistic Landscape applicato alla didattica dell’italiano L2 per studenti internazionali

Abstract

The aim of this paper is to present the application of the Linguistic Landscape approach in a context of international students learning Italian as L2. This approach is usually aimed at making learners aware of language diversity and variety during the learning, teaching and assessment process. First of all we will discuss the theoretical basis of this approach and its application to language teaching and then we will present the methodological framework of an experimentation of the Linguistic Landscape approach carried out with international students with different levels of proficiency in Italian. Results of the experimentation will finally be discussed.

A Panorama of Linguistic Landscape Studies

“…Those elements from public signage had made them interested in taking the Italian course in the first place. In a later study, in another Italian course for international students, Bagna et al (2018) used items from the linguistic landscape which resulted in an increase in language proficiency.…”

Promozione Del Territorio E Aspetti Identitari Nella Didattica Dell’italiano Lingua Ereditaria

“…Nella prima tipologia, definita anche annunci di destinazione (Held, 2007;Calvi, 2012), rientrano i messaggi pubblicitari che enfatizzano le bellezze del territorio per invitare il pubblico a visitarlo, come lo spot audiovisivo della Provincia Autonoma di Trento (1) 17 , 15 Il paesaggio linguistico (Linguistic Landscape) comprende tutti gli input linguistici con cui il parlante viene a contatto durante la giornata in ambienti reali o virtuali, in luoghi interni o esterni, in contesti pubblici o privati, come i MP, le insegne dei negozi, i cartelli stradali, i manifesti, le locandine, gli annunci di qualsiasi natura (Bagna et al, 2018). 16 Come MPT vengono qui presi in considerazione gli annunci pubblicitari che possono avere il massimo valore identitario per gli apprendenti di ILE.…”

Untitled

“…In normal circumstances, this course fosters language and culture acquisition within formal and informal contexts, such as visiting the Venetian museums. Due to the Covid-19 pandemic, it has not been possible to organise either Italian as an L2 activities to be taken part in combination with the museum visits (Sederberg, 2013), or language and cultural itineraries through Venice by exploiting the didactic potentialities of the Linguistic Landscape approach (Bagna, Gallina, & Machetti, 2018;Malinowski, 2015;), and of the literary texts associated with the territory (Bataller, 2013). I, therefore, decided to design and implement a project aimed at SLA through DST.…”

“…However, research on students' perceptions and multimodal artifacts of DST in the university context is still underexplored. Moreover, studies on linguistic landscape have investigated the relationship between Italian and the other languages of the urban scene involving international university students (Bagna, Gallina, & Machetti, 2018), but did not involve digital media. Finally, research combining Italian as an L2, literature, and DST is limited, and research on izi.TRAVEL, a website housing more than 15,000 audio guides for touring various sites in cities around the world, have focused on its potentialities for cultural heritage promotion (Bonacini, 2018) while ignoring the benefits for SLA.…”