scholarly journals The Shift to a Queer Pedagogy in the Italian-Language Classroom

2021 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Giuseppe Formato
Keyword(s):  
Language Acquisition ◽  
Queer Theory ◽  
Related Literature ◽  
Italian Language ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Personal Experiences ◽  
Italian Culture ◽  
Open Discussion ◽  
Queer Pedagogy

Abstract Instructors of Italian are tasked with teaching not only the language, but also the culture. However, critical matters such as sexual identity are frequently not addressed in the Italian-language classroom. Current Italian-language pedagogy solely focuses on language-acquisition proficiency via heteronormative discourses, ignoring the more-diverse reality of Italian culture. This article aims to showcase how using a queer pedagogy based on queer theory can affect learners’ language acquisition and understanding of Italian culture. I used memoing and personal experiences as an Italian instructor to analyse the related literature. I propose that current pedagogy and curricula silence the lesbian-gay-bisexual-transgenderquestioning/queer-intersex-asexual (LGBTQIA+) community, causing exclusion, anxiety and sometimes harassment from others. Open discussion through queer pedagogy would create critical conversations, allowing for the inclusion of all learners and topics. Italian instructors should promote these conversations, question the standard Italian-language pedagogy and use materials that are inclusive of LGBTQIA+ members.

scholarly journals Eco-justice Pedagogy All’Italiana: Radical Italian Art in the Italian-language Classroom

2020 ◽  
Vol 10 (12) ◽  
pp. 1501
Author(s):  
Giuseppe Formato
Keyword(s):  
Global Warming ◽  
Language Acquisition ◽  
Arte Povera ◽  
Italian Language ◽  
The Arts ◽  
Language Classroom ◽  
Language Classrooms ◽  
Pedagogic Practices ◽  
Climate Crisis ◽  
The Impact

The climate crisis threatens our very existence in a myriad of urgent ways and thus merits imperative focus in pedagogic practices in general. This focus is achievable in Italian-language classrooms, where issues of global warming and climate crises are seldom mentioned, through artistic themes from Italy’s rich cultural heritage of the arts. The radical art movement of Arte Povera has the potential to bring ecological concerns to the forefront through a critical cultural lens of the country. By drawing upon images of the Arte Povera movement, concepts of eco-justice and eco-pedagogy can occur through paradigms of art-based education to not only discuss the impact of the climate crisis in Italy, but also achieve Italian-language acquisition critically.

PERSPECTIVES ON FOREIGN AND SECOND LANGUAGE PEDAGOGY: ESSAYS PRESENTED TO KIRSTEN HAASTRUP ON THE OCCASION OF HER SIXTIETH BIRTHDAY. Dorte Albrechtsen, Birgit Henriksen, Inger M. Mees, and Erik Poulsen (Eds.). Odense: Odense University Press, 1998, Pp. 304. $32.00 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 585-586
Author(s):  
Dorothy Rissel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Practices ◽  
Sixtieth Birthday ◽  
Language Pedagogy ◽  
Language Classroom ◽  
L2 Development ◽  
Second Language Pedagogy

The title of this volume, Perspectives on Foreign and Second Language Pedagogy, leads one to expect treatises on the relative merits of varying second-language classroom practices. Nothing could be farther from reality. It is, rather, a collection of essays addressing issues in second language acquisition, most with relevance to learner processes, context, and L2 development, with special emphasis on vocabulary.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals WhatsApp Activities for Enhancing TEFL Pedagogical Knowledge and Classroom Practices: Suggested Types and Student-Teachers' Reflection

2020 ◽  
Vol 13 (12) ◽  
pp. 102
Author(s):  
Sumer Salman Abou Shaaban
Keyword(s):  
Student Teachers ◽  
Classroom Practices ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Related Literature ◽  
Language Level ◽  
Communication Problems ◽  
Reading Materials ◽  
Open Discussion ◽  
Faculty Of Education

This research was conducted to suggest a set of WhatsApp activities to enhance pedagogical knowledge and classroom practices that can be used in TEFL courses and to explore student-teachers&#39; reflection towards the use of WhatsApp and the suggested activities. By reviewing related literature of using social networks and WhatsApp and though interviewing (9) TEFL instructors and (17) TEFL student-teachers, the researcher was able to suggest several activities that were used effectively in TEFL courses. These activities are: (1) reading materials (2) prediction ideas to get interest for the next lecture (3) videos (4) questions for flip classes or reviewing questions or proposing a problem to solve (5) open discussion topics or reflection on the lecture. A set of bases for using WhatsApp activities such as: posting clear content and having clear instructions for doing the activity, meeting FL student-teachers&#39; language level or little higher language level, and not overloading TEFL student-teachers was presented. A group of (104) TEFL student-teachers from the faculty of education at Al-Azhar University-Gaza completed the following three reflection questions: what are the benefits of using WhatsApp and the suggested activities? What are the disadvantages of using WhatsApp and the suggested activities? What are the recommendations for improving the usage of WhatsApp applications and the suggested activities? Their responses were analysed qualitatively and quantitatively. The most common benefits were classified under (a.) pedagogical knowledge (b.) classroom practices (c.) review and evaluation (quizzes or tests) (d.) course requirements. On the other hand, the mentioned disadvantages were classified as (a.) technical and security problems (b.) communication problems.

scholarly journals IMPACT OF FORMATIVE ASSESSMENT ON THE CONFIDENCE OF YOUNG LEARNERS IN THE SECOND LANGUAGE CLASSROOM

1970 ◽  
Vol 10 (10) ◽  
pp. 139
Author(s):  
Olja R. Milošević ◽  
Marina S. Cvetković
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Formative Assessment ◽  
Student Motivation ◽  
Small Scale ◽  
Young Learners ◽  
Assessment Tasks ◽  
Language Classroom

The aim of this paper is to explore the benefits of formative assessment and to show how formative assessment tasks can impact confidence and motivation of young learners in the second language classroom. It presents a small scale study and its findings indicate that students perform much better if they receive feedback on their performance on a regular basis and that formative assessment tasks could be a way to enhance student motivation and thus improve language acquisition.

scholarly journals Internet-Based Cultural Enrichment in the Polish Language Classroom

2017 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Kinga Kosmala ◽  
Erik Houle
Keyword(s):  
United States ◽  
North America ◽  
Culture Shock ◽  
The United States ◽  
Language Program ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Polish Language ◽  
Cultural Component ◽  
Target Culture

Most introductory and intermediate textbooks for Polish, currently in use, are written in Poland and intended for intensive language study in-country where the “little-c” cultural component is inherent and immediate in an intensive language program. One of the most widely used textbooks in North America is the series, Hurra!!! po polsku I, II, III. This textbook is based on a communicative approach to language pedagogy and consists of thematic chapters according to aspects of life and culture in everyday society. The intent of the Hurra!!! po polsku series is that students will experience Poland while learning the language. This presents a problem to educators of Polish in the United States. Numerous communicative exercises presuppose acquaintance with the target culture while providing little in the way of input. We have found that students have difficulty relating to many exercises that carry specific cultural information. Our project is based on two specific goals: first, to decrease the amount of time spent in class to explain culture-specific aspects of the textbook; and second, to spare our students at least some amount of the usual culture shock one experiences when traveling to Poland. In this report, we describe a website, exercises, and activities we developed to accompany the textbook.

Queer Theory and Heteronormativity

2021 ◽  
Author(s):  
Page Valentine Regan ◽  
Elizabeth J. Meyer
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Gender And Sexuality ◽  
Educational Institutions ◽  
Sex And Gender ◽  
Sexual Diversity ◽  
Lgbtq Youth ◽  
Gender And Sexuality Studies ◽  
And Gender ◽  
Queer Pedagogy

The concepts of queer theory and heteronormativity have been taken up in educational research due to the influence of disciplines including gender and sexuality studies, feminist theory, and critical race theory. Queer theory seeks to disrupt dominant and normalizing binaries that structure our understandings of gender and sexuality. Heteronormativity describes the belief that heterosexuality is and should be the preferred system of sexuality and informs the related male or female, binary understanding of gender identity and expression. Taken together, queer theory and heteronormativity offer frames to interrogate and challenge systems of sex and gender in educational institutions and research to better support and understand the experiences of LGBTQ youth. They also inform the development of queer pedagogy that includes classroom and instructional practices designed to expand and affirm gender and sexual diversity in schools.

Sign in / Sign up

Export Citation Format

Share Document