26 settembre 2010 ITANJ's "Primo Incontro" Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Is Italian keeping pace with task-based learning, authentic learning, educational technology, theories in second language acquisition and those of learner autonomy and active and discovery learning? What are your teaching and learning objectives and which best practices do you implement to achieve them? This interactive presentation will highlight some current tendencies in SLA and envisage future directions for teaching Italian.

1. Il futuro dell’insegnamento delle lingue straniere/seconde?

2. Are you better than Rosetta Stone? Video from Ben Hawkins presentation (24/9/10) - http://prezi.com/mpl0kajefivj/are-you-better-than-rosetta-stone/

3. Evolving Pedagogies for Teaching Italian image from http://www.iochatto.com/twitter-in-italiano-novita/4971/

4. Le “best pratices” What is your most successful classroom activity? What is the objective of this activity? What does the student do? What do you do? What form of assessment is used to ensure the objective is met?

5. Compare your responses with those of others in your group. What are the common features that all your activities share, if any? What are the differences, if any? Le “best pratices”

6. Cosa fate in aula? Riassunto N.B. These points were presented by audience during the discussion component and reflect what happens in many Italian K-12 classrooms

7. Andiamo a pari passo? Is Italian keeping pace? task-based learning  authentic learning  theories in second language acquisition  learner autonomy  active and discovery learning  educational technology 

8. Le tendenze pedagogiche It is the learner who must remain at the centre of the processes, for no matter how much energy and effort we expend, it is the learner who has to do the learning (Nunan, 1995)

9. Tecniche didattiche Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Which would you consider successful? Why? Which would you consider unsuccessful? Why?

10. Tecniche didattiche Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Which would you consider successful? Why? Which would you consider unsuccessful? Why?

11. Programmi elementari Adesso! 3rd ed., by M. Danesi (Thomson Heinle, 2006) Avanti! 2nd ed., by J. Aski and D. Musumeci (McGraw-Hill, 2009) Ciao! 6th ed., by C. Larese Riga and C.M. Dal Martello (Thomson Heinle, 2007) Eccoci! Euro ed., by P. Blelloch and R. D'Angelo (John Wiley, 1997) In giro per l'Italia 2nd ed., by G. Lazzarino, M.C. Peccianti, and A. Dini (McGraw-Hill, 2006) Oggi in Italia 8th ed., by F. Merlonghi, F. Celli Merlonghi, J. Tursi, and B. O'Connor (Houghton Mifflin, 2007) Parliamoitaliano! 3rd ed., by S. Branciforte and A. Grassi (Houghton Mifflin, 2006) Percorsi, by F. Italiano and I. Marchegiani (Prentice Hall, 2008) Prego! 7th ed., by G. Lazzarino, M.C. Peccianti, J. Aski, and A. Dini (McGraw-Hill, 2007) Pronti ... Via! by D. Melis (Yale UP, 2007) Salve by C. Larese Riga (Cengage, 2008) Sentieriby J. Cozzarelli (Vista Higher Learning, 2010)

12. Le glottotecnologie

13. Le tecnologie educative 21st Century Skills – la nostra sfida! The content knowledge and applied skills that today’s students need to master to thrive in a continually evolving workplace and society. Performance indicators: Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving and decision making Digital citizenship Technology operations and concepts ISTE, June 2007

15. costruzione di ambienti d'apprendimento (gioco, micromondo, simulazione al computer, simulazione come costruzione di un contesto sociale, ecc.)

16. mutamento epistemologico indotto dall'impiego di nuovi artefatti

17. analisi delle trasformazioni indotte dai cosiddetti "nuovi media" nei processi di lettura/scrittura

18. strumento per "adeguare" processi di lettura/scrittura alle caratteristiche cognitive umane (ipertesti, ipermedia, ecc.).http://www.tecnologiaeducativa.it/articoli/te.htm

19. Le glottotecnologie costruttiviste The correlation between world language teaching and integration of 21st Century skills Meaningful communication in foreign language: authentic spontaneous not scripted social interaction negotiation of meaning E questo non si può fare con Rosetta Stone!!

20. L’identità italiana Students will use these Web 2.0/social networks to engage with the target language and culture in an entirely unique way A by-product of the use of these tools is the creation of an identity…a member of a community that is entrenched in language and culture.

21. L’identità italiana You too must create your digital footprint. Like all other tools, you need to learnits potentialand its limitations. Before you integrate a Web 2.0 tool in your lesson, ask yourself “what is my objective?”and “Is this tool the best tool for the task?”

22. Alcuni strumenti di Social Network (SN)

23. Glogster The electronic substitute for Bristol and poster boards!

24. Dentro e fuori dall’aula Quali strumenti tecnologici sfruttare? In the preceding slide just some SNs are categorized but clearly it is not a comprehensive list. The onus is on the teacher to discover which tool is best for the task Come sfruttarli? Some SNs that require individual contribution are better tools outside of the class (my examples: Glogster, Twitter) as they continue the learning beyond contact time Other SNs are suitable for in-class use (my examples: YouTube, Google Maps/Earth) if the technology is available to the class

25. YouTube Italian hand speak (Milano)

26. YouTube Did you know that you can now download many YouTube videos to your computer so you don’t need an Internet connection? It is a Firefox plugin, so you must have the browser in order to use it.

27. Twitter in parole semplici

28. Twittare! Introduced to Twitter in FA08 Tweeted in Italian for 7 months, after course ended Now a bilingual twitterer

29. Twittare! Twitterers can: micro-blog about what they are doing (learner written output) read what others are doing (learner’s comprehensible input) communicate directly with someone they are following (negotiation of meaning) The full study is available in the 2009 Calico Monograph Series The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning Editors, Lara Lomicka and Gillian Lord. ISSN:1085-2999 – CLICK HERE FOR PDF

30. Twitto dunque sono

31. From “prenotare la vacanza” (Avanti textbook activity) to “fate unavacanzavirtuale” with Google Earth (images here are from iPod Touch app)

32. Vacanza virtuale

33. Altre possibilità con Google Earth/Maps Google Lit Trips takes students K-16 to reading great literature in a 21st Century Skills way. Imagine a similar experience for students of Italian!

34. eTwinning (Twitter & Skype)

35. eTwinning Un sito per trovare altre scuole interessate a collaborare

36. Per più esempi di glottotecnologie nelle lingue seconde/straniere A curadi José Picardo

37. L’avvenire della glottodidattica Technology will continue to supplement the classroom and expand the walls so learning is not restricted to contact time Students should continue to develop autonomy in language learning, able to continue learning outside of classroom contact time Emerging technology should be utilized to develop more active and discovery learning, through virtual worlds Currently, many Web 2.0 tools are text-based/driven. There is a need to reintroduce opportunities to practice speaking, listening and viewing The continued emphasis on collaborative learning should be enhanced at an international level, between native speakers living in the target culture and language learners