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European Projects in University Language Centres

Creativity, Dynamics, Best Practice

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Edited By Carmen Argondizzo

This volume offers a collection of best practices carried out in university contexts with the aim of highlighting the relevant role that Language Centres play in the field of language learning and the benefit they receive from European project planning. Issues such as intercomprehension, integration and diversity, interlinguistic models in disadvantaged migration contexts, audio description, cinema and translation as well as crosscurricular studies for university students, learners’ assessment, the promotion of plurilingualism in enterprises and in the legal field are tackled with special attention on the theoretical and practical dimensions that projects need to consider during the planning, implementation and dissemination actions. The variety of topics shows the daily liveliness that University Language Centres experience and the energy that they offer to the national and international communities. Thus the final chapter attentively explores strategies of Quality Assurance which further enhance the value of team work and project work within and beyond the academic context. This has the aim of promoting both cooperation that crosses geographical boundaries as well as quality in project dynamics which encourages a wide-angled multilingual and multicultural perspective.
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Intercomprehension teaching: devices and proposals

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Abstract: The term Intercomprehension (IC) refers to both a communicative praxis and a field of study. As a spontaneous phenomenon, the concept concerns a form of plurilingual communication in which each speaker uses his/her own language and understands that of the other(s). The general aim of this chapter is to explain the specific features of Intercomprehension didactics between Romance languages, demonstrating that characteristics like the simultaneous learning of several languages, the exploitation of similarities within a linguistic family along a dialect continuum, the development of partial and transversal competences represent an approach particularly useful for learners’ needs and agree with the demands of a Language Centre. The paper outlines, therefore, the most important features of the devices and didactic materials created for intercomprehension, in particular those whose efficiency as Best Practices was widely recognized by the project REDINTER – European Network for Intercomprehension. Moreover, the chapter reports on the recent completion of one of these projects, EuRom5, and shows its characteristics and the results of its implementation during a blended learning series of activities carried out through the online Moodle platform. Bearing the results of that course in mind, we suggest an example for the integration of a training program based on the principles of IC in a specific institutional context: the Language Centre of the University of Roma Tre (CLA) which is engaged in the development of innovative techniques in the field of Language Teaching. ← 57 | 58 →

1.  Intercomprehension

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