Author: martina

This part of the project aims to organize training courses with innovative methodologies (which might be blended) designed for 1st and 2nd grade secondary school teachers. These are courses which also focus on accessibility and inclusion for those with disabilities. The course also aims to extend the knowledge and skills of foreign language teachers, who are interested in learning more about blended methodologies, intercultural and inclusive approaches to teaching language, literature and culture. 

At the end of the course, participants will have been introduced to innovative methodological tools for teaching foreign languages and cultures, both in digital and intercultural terms.  

Considering some of the issues related to the actual setting up of the courses in past years, moreover, the group’s first task will be to place greater emphasis on ways of publicizing the courses. The aim is to attract increased interest and consequently enrollment. In a second phase of the work, the courses themselves, and related themes may also be further explored through research.  

Group leader: Sharon Hartle 

Internal members: 

• Daniele Artoni 
• Chiara Battisti 
• Sabrina Bertollo 
• Barbara Bisetto 
• Manuel Boschiero  
• Davide Di Maio 
• Sidia Fiorato 
• Gabriella Pelloni 
• Giorgia Pomarolli 
• Marco Rospocher 
• Paola Vettorel 

Other members: 

• Elisa Destro 
• Anja Meyer 
• Maryia Pinchuk 
• Tan Qingqin 
• Tania Triberio 

The main objective of the activities that are proposed in the context of lifelong learning and post-graduate courses is to create an effective link between academic training and entry into the world of work, but also to encourage mobility and professional reintegration to allow participants to land on new careers, open up to new job opportunities and improve their flexibility. In particular, for the different languages and cultures involved (French, Russian, Spanish, German and Chinese) proposals for lifelong learning activities will be developed with different targets, which will be identified on the basis of the specific needs of the linguistic-cultural areas for which the action is planned. The focus may be international trade and tourism, but also − where appropriate − the publishing industry, the third sector, and the world of mediation. With this in mind, partnerships and collaborations will be sought with trade associations and local bodies. Particular attention will be paid to accessibility and inclusion in their broadest sense: through lifelong learning activities, the aim will be to break down communication and/or cultural barriers that undermine full access to job opportunities and participation in social life. All the activities that will be proposed are part of a consolidated tradition of lifelong learning courses for professional communication that have already been activated with good success in the context of university post-graduate training. 

Group leader: Sabrina Bertollo 

Internal members: 

• Chiara Battisti 
• Stefano Bazzaco 
• Barbara Bisetto 
• Anna Bognolo 
• Sara D’Attoma 
• Giorgia Pomarolli  
• Giovanni Tallarico 

 This part of the project  is intended to propose training initiatives for future teachers of Foreign Language, Literature and Culture within the LM-37 in Languages, Literatures and Digital Culture, with particular reference to the Languages and Literatures curriculum. 

This action is part of the Teaching Lab, designed to train LM-37 students in the teaching of foreign language, literature and culture in secondary school. Starting from the current experience, we aim to expand the training to skills and knowledge related to inclusion and accessibility, for future applications in the context of teaching at school.  

The action includes two phases. The first phase (2023-2024) involves monitoring current experiences and identifying interventions to be developed to increase the themes of inclusion and accessibility in the training of future teachers. Deliverables: Identification and collection of actions from the different language groups in the Teaching Lab. 

The second phase (2025) involves the experimentation of the actions previously developed in the Teaching Lab. Deliverables: Classroom experimentation and collection of results. 

The projects continues by examining the results collected and proposing possible adjustments to develop the theme of inclusion and accessibility in the training of future teachers. Deliverables: Implementation of teaching proposals within the Teaching Lab on the theme of inclusion and accessibility. 

Group leader: Maria Francesca Bonadonna 

Internal members: 

• Stefano Aloe
• Daniele Artoni
• Sabrina Bertollo
• Lisanna Calvi
• Sibilla Cantarini
• Francesca Dalle Pezze
• Davide Di Maio
• Roberta Facchinetti
• Stefano Genetti
• Annalisa Pes
• Federica Zoppi
• Elisa Destro 

The action, realized with the participation of the GIAM research group, aims to develop and test an accessible and inclusive model for assessing language proficiency that can be useful for the language certification required at HE level. This model, designed according to the combined use of educational assessment strategies, various formative and summative assessment approaches together with the integration of diverse and specific technological tools (in line with the UDL principles), will be able to respond to the increasingly urgent need to design inclusive and accessible test for language proficiency. 

Results expected at the end of the five-year period: accessible and inclusive model for foreign languages testing that can be used in University Language Centers (CLA).  

Process that allows to lead to these results: following the results of the teaching experiment of the GIAM project, we will proceed with the design (phase 1), experimentation and validation of an inclusive model of testing (phase 2); dissemination of the results with the scientific community (phase 3).  

Innovative aspects: the project intends to apply the innovative studies on inclusive and accessible teaching and the experimental activity of the GIAM research group to the definition of a model which can be concretely adopted by University Language Centers in the language proficiency assessment, by combining new technologies and teaching strategies for the assessment of knowledge.  

Team leaders: Sabrina Piccinin; Giorgia Pomarolli 

Internal members: 

• Daniele Artoni 
• Manuel Boschiero 
• Sabrina Bertollo 
• Serena Dal Maso 
• Sharon Hartle 

External members: 

• Benedetta Binacchi 
• Mariana González Zambon 
• Emanuela Tenca