Italian Studies in South Africa http://api.org.za/index.php/issa <p>Studi d’Italianistica nell’Africa Australe / Italian Studies in Southern Africa (ISSA) is published bi-annually and aims at providing a forum for academic discussion on all aspects of Italian culture. The journal features articles on the Italian language and literature and, since it is one of the primary aims of the journal to foster multi- and inter-disciplinary study and communication, contributions are invited from all writers interested in Italian culture, irrespective of their specific disciplines. Contributions of a less theoretical nature which provide an insight into Italian culture, especially as it manifests itself in Southern Africa, will also receive attention.</p> <p><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> API en-US Italian Studies in South Africa 1012-2338 <p>(c) API and University of the Witwatersrand</p> IL PLURILINGUISMO COME VALORE: INTERSEZIONE TRA LINGUISTICA EDUCATIVA E POLITICA http://api.org.za/index.php/issa/article/view/267 Benedetta Garofolin Victoriya Trubnikova Copyright (c) 0 2022-12-31 2022-12-31 35 2 1 3 UN PROGETTO DIDATTICO PLURILINGUE. LA SCUOLA ITALIANA A TIRANA, ALBANIA http://api.org.za/index.php/issa/article/view/272 <p>This contribution gives an insight into the makings of a multilingual school by<br>focusing on the early phases of the project, the didactic planning and the<br>bureaucratic aspects. The author analyses the Italian-Albanian historical<br>relationship, dwelling on the development of the teaching of Italian language in<br>Albania during the last decades. A brief panorama of the current international<br>Italian schools around the world introduces the steps that led to the birth of the<br>Scuola Italiana a Tirana, followed by its various activities as a cultural and<br>learning centre, culminated in the affiliation of the school with the Dante Alighieri<br>Society. The last part of this contribution is dedicated to the didactics, methods,<br>techniques and strategies currently used in the Italian School in Tirana and its<br>future perspectives.</p> Daniela Corrias Copyright (c) 0 2022-12-31 2022-12-31 35 2 61 85 PLURILINGUISMO ENDOGENO O MONOLINGUISMO IMPERIALISTA? UNO STUDIO DI CASO IN UNA SCUOLA PRIMARIA NELLA PROVINCIA DI BANTEN (INDONESIA) http://api.org.za/index.php/issa/article/view/273 <p>The present chapter focuses on teachers’ attitudes towards multilingualism in<br>a primary school in the province of Banten, Indonesia. It represents only a small<br>piece of the complex sociolinguistic and educational patchwork concerning<br>multilingualism in this ‘superdiverse’ country. The aim is to provide an overview<br>of the attitudes of primary school teachers and their implicit role in spreading a<br>culture of multilingualism, focusing on their view on indigenous languages and<br>Indonesian, the national and official language of the country, analysing both<br>their understanding of multilingualism and the pedagogical aspect towards<br>multilingualism. Data has been collected through the usage of a questionnaire<br>with various statements concerning multilingualism, as well as its perception<br>and teaching, which the informants had to agree or disagree with. The results<br>of the survey have been looked at from a double perspective: the perception of<br>endogenous multilingualism, and the established and/or desired pedagogic<br>practices. I argue that even though there is an apparent widespread positive<br>opinion of multilingualism and indigenous language maintenance, the teachers’<br>actual attitudes highlight that the importance and hegemony of Indonesian<br>outweigh the willingness to maintain the indigenous languages, and it leads to<br>an ‘imperialist-oriented’ view in favour of the sole language representing unity<br>and identity.</p> Luca Iezzi Copyright (c) 0 2022-12-31 2022-12-31 35 2 86 119 LE SCELTE LINGUISTICHE DI ALCUNE FAMIGLIE CON BACKGROUND MIGRATORIO IN ITALIA: USI, COMPETENZE E ATTEGGIAMENTI NEI CONFRONTI DEL MULTILINGUISMO http://api.org.za/index.php/issa/article/view/274 <p>The present paper aims to investigate how language use among families with<br>a migrant background in Italy varies over time, focusing in particular on the<br>distinction between daily communicative practices and literacy-related ones in<br>each language of the family’s linguistic repertoire. The study is based on the<br>analysis of an extensive sociolinguistic questionnaire considering the use of<br>one language or the other across different contexts over time, each family<br>member’s assessment of their own language competence as well as their<br>attitude towards each language and the importance of being multilingual. The<br>results show that the children of the interviewed families experience<br>“harmonious bilingualism” (De Houwer, 2020), especially as far as their<br>communicative practices are concerned. It is not always the case that this<br>corresponds to a positive attitude towards multilingualism among the parents.</p> Jacopo Torregrossa Valentina Carbonara Copyright (c) 0 2022-12-31 2022-12-31 35 2 120 151 IL PLURILINGUISMO NELLE POLITICHE LINGUISTICHE ITALIANE: IL CASO DI BOLOGNA http://api.org.za/index.php/issa/article/view/275 <p>This contribution aims to illustrate the application of European language policies<br>in favour of multilingualism in the Italian context, taking as an example the case<br>of the metropolitan city of Bologna. This is a particularly virtuous case,<br>considering that it is the urban area with the highest concentration of people of<br>foreign nationality in Italy. The contribution is divided into three parts: in the first<br>part social and educational advantages of multilingualism are presented, then<br>it is provided a delineation of European language policies and their reception<br>by Italian institutions, whereas the final part describes some examples of good<br>practices of multilingual education experimented in the metropolitan area of<br>Bologna.</p> Valeria Baruzzo Nicola Perugini Copyright (c) 0 2022-12-31 2022-12-31 35 2 152 182 TRA CODING E CODICI: UN’ESPERIENZA DI ÉVEIL AUX LANGUES TRA INTERDISCIPLINARITÀ E SVILUPPO DEL PENSIERO COMPUTAZIONALE http://api.org.za/index.php/issa/article/view/270 <p>The paper reports an educational experimentation inspired by the pluralistic<br>approach Awakening to languages, which has been carried out in an Italian<br>primary school. The project’s main objective is to enhance linguistic diversity<br>and, at the same time, to develop students’ computational thinking through a<br>coding game created with Scratch 3.0 software. The activities presented intend<br>to show the potential of an interdisciplinary and plurilingual perspective that<br>intertwines three different educational axes, generally separated in the school<br>curriculum: education to environmental sustainability, education to linguistic<br>diversity and the cognitive value of languages, education for an active use of<br>information technology.</p> Edith Cognigni Francesca Vitrone Copyright (c) 2022 2022-12-31 2022-12-31 35 2 35 60 L’IDEOLOGIA DEL MADRELINGUISMO NELL’ACCOSTAMENTO ALLA LINGUA INGLESE IN CONTESTO PRESCOLARE http://api.org.za/index.php/issa/article/view/269 <p>The present paper explores the concept of native-speakerism, which has been<br>described by Adrian Holliday (2006) as “a pervasive ideology within ELT,<br>characterised by the belief that ‘native-speaker’ teachers represent a ‘Western<br>culture’ from which spring the ideals both of the English language and of English<br>language methodology”. The first section discusses some theoretical issues<br>related to the definition of a ‘native speaker’, while the second section provides<br>an up-to-date literature review of the ideology of native-speakerism and its<br>effects in English language teachers and learners. The third part presents the<br>results of a study which involved a group of educators who regularly expose<br>preschoolers to foreign languages and were required to fill in a satisfaction<br>questionnaire at the end of a training course. The analysis revealed traces of<br>native-speakerism in some answers and free comments, as well as forms of<br>cultural resistance and counter-framing.</p> Michele Daloiso Copyright (c) 2023 2022-12-31 2022-12-31 35 2 4 34 JOSEPH FRANCESE, The Unpopular Realism of Vincenzo Padula. http://api.org.za/index.php/issa/article/view/277 Anita Virga Copyright (c) 0 2022-12-31 2022-12-31 35 2 183 187 Last Pages http://api.org.za/index.php/issa/article/view/278 <p>Last Pages</p> ISSA ISSA Copyright (c) 0 2022-12-31 2022-12-31 35 2 188 199 Front Pages http://api.org.za/index.php/issa/article/view/279 ISSA ISSA Copyright (c) 0 2022-12-31 2022-12-31 35 2 i v