Creativity, Dynamics, Best Practice
Edited By Carmen Argondizzo
Intercomprehension teaching: devices and proposals
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 →
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