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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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Intercultural and Inter-linguistic Models in disadvantaged migration contexts

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Abstract: This chapter illustrates the research projects carried out by a team working at the Università per Stranieri Siena which began in 2005 and, in 2008, obtained the recognition of the European Label. The project was further carried through additional actions financed by the Region of Tuscany (2009 and 2012). This action research examines the population of detention centres where, in recent years, a consistent growing number of foreign inmates has been registered, with consequent modifications of communication rituals spontaneously created by the new multilingual and multicultural context. Indeed, there have recently been relevant communication problems not only among inmates but also between inmates and prison personnel and teachers who work inside the centres. This research analysed the modalities of interaction between foreign inmates and prison personnel and has gone as far as to propose modalities of intervention through master classes in didactics for instructors of Italian as L2 and intercultural communication for operators and for educational linguists. Curricular models and customized methods for reaching the A2 level have been developed according to the concept of partial ability illustrated by the CEFR, a specific manual for foreign inmates, and finally, sectorial syllabi for the B2 level (again partial) usable at a more general level for language and professional training of immigrants.

1.  Introduction

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