Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza: introduzione al numero speciale

Authors

DOI:

https://doi.org/10.21283/2376905X.14.262

Keywords:

DISTANCE LEARNING, INTEGRATED DIGITAL PEDAGOGY, LANGUAGE TEACHING, COVID-19, LEARNING OF L2/SECOND LANGUAGE

Abstract

The emergency remote teaching necessitated by the Covid-19 pandemic has confronted teachers and students with unknown challenges, forcing truly rapid and significant changes that are without precedent. The current special issue offers contributions, in Italian and English, that are focused on language pedagogy. Their shared objective is to gain meaningful knowledge from new issues related to remote teaching that can lead to reflection and necessary, long-lasting changes beyond the context of the emergency that created them. This introductory article describes the context in which teachers and students have found themselves working, highlighting the implications for language teaching in terms of managing input, output, interaction, and assessment. We then offer a summary of the contributions and the reviews included in this special issue, followed by a reflection on its possible conclusions.

Author Biographies

Ilaria Borro, University of Portsmouth

Ilaria Borro recently completed her Ph.D. at the University of Portsmouth (UK) with a thesis related to the incidental learning of second languages. For over 10 years, she has taught Italian as a second language in public and private academic institutions. At the same time, she has contributed to the scientific research of second language acquisition through experimental research, presentations at international conferences, and publications. She is an active member of GRAAL (Gruppo di Ricerca e Azione sull’Apprendimento delle Lingue), where she contributes to the organization of professional development events for language teachers and to the support of research activities whose objective is to disseminate language teaching pedagogy with well-founded scientific and empirical evidence.

Sergio Conti, Università degli Studi Roma Tre

Sergio Conti is an adjunct professor of Chinese Language, Translation and Culture at the University of Roma Tre, the University of Siena and the University of Napoli ‘L’Orientale’. He received his PhD from the University of Roma ‘Sapienza’ and was a research fellow at the University of Roma Tre where he assisted the Chinese students participating in the program Marco Polo/Turandot at the Language Center. As of January 2020, he is an active member of GRAAL (Gruppo di Ricerca e Azione sull’Apprendimento delle Lingue). His research focus is the teaching and learning of Chinese as a foreign language, in particular Chinese vocabulary and formulaic expressions, and the development of pragmatic competence.

Elisa Fiorenza, Università degli Studi di Messina

Elisa Fiorenza is a full-time research associate and Associate Professor in the Department of Ancient and Modern Civilization at the Università degli Studi of Messina. She was previously a research fellow in the Department of Foreign Languages, Literatures and Cultures at the Università degli Studi Roma Tre and adjunct instructor of Foreign Language Teaching at the Università degli Studi in L’Aquila. She also worked with the Università degli Studi of Rome “Foro Italico” and with CLA of Roma Tre. She has been an active member of GRAAL (Research and Action Group on Foreign Language Learning). She is an expert in intercomprehension and also a member of the EuRom5 group, whose project won the 2013 European Language Label. Her main interests are plurilingual pedagogy, reading in L2, and analysis of oral production.

Cover Image for Volume 8 Issue 2 November 2021

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Published

2021-11-30

How to Cite

Borro, I., Conti, S., & Fiorenza, E. (2021). Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza: introduzione al numero speciale. EuroAmerican Journal of Applied Linguistics and Languages, 8(2), 1–8. https://doi.org/10.21283/2376905X.14.262

Issue

Vol. 8 No. 2 (2021)

Section

Research Articles - Special Issue

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Copyright (c) 2021 Ilaria Borro

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