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Lasciaci i tuoi dati se vuoi partecipare ai nostri incontri per insegnanti e studenti di italiano

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Lasciaci i tuoi dati se vuoi partecipare ai nostri incontri per insegnanti e studenti di italiano

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October edition

of the Dante News is available

Every month we send out the Dante News to all of our members providing information on what is happening in the school and the Society and publishing a calendar of events for the next month or so.

If you would like to receive this newsletter via email you will need to become a member of the Society, otherwise take a look at the latest edition here ...

Italian classes

Enrol now!

2023 Term 3 classes will commence for new students, and resume for existing students, at the Dante Alighieri Cultural Centre on Monday, 10 July. For information about enrolment and fees, visit the Italian Classes page on this website.

We acknowledge the Traditional Custodians of Brisbane, who have walked and cared for this land for thousands of years, and their descendants who maintain their spiritual connection and traditions.

We thank them for sharing their culture, spiritualties and ways of living with the land in this place we all now call home.

We pay respects to Elders past, present and emerging. May we continue to walk gently and respectfully together with each other.

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Società Dante Alighieri Brisbane - IL MONDO IN ITALIANO

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of the Dante News is available Every month we send out the Dante News to all of our members providing information on what is happening in the school and the Society and publishing a calendar of events for the next month or so.

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Italian Studies Coordinator

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Sara Visocnik Profile | Griffith University

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View the Griffith University profile of Sara Visocnik. Including their publications and teaching activities.

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A great learning environment only needs two things: passionate teachers and motivated students. We created Amagree as a space for international students and immigrants to find support and guidance, stay focused and reach their goal. We offer excellent test preparation classes in a positive and motiv…

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Why is Australia condemning language education to insignificance?

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Why is Australia condemning language education to insignificance?

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Languages are not considered important in Australia. This general attitude towards language learning is not only evident in the uptake of foreign languages by students in schools and the provision of foreign languages as outlined in current curriculum policies, but is also noticeable in the everyday teaching and learning in Australian language classrooms.

Since May 2014, the Australian Curriculum for Languages has been available for implementation. It is a great step forward to have a national curriculum for foreign language education.

But I don't think it goes far enough. The time and importance allocated to language learning within the Australian curriculum are just not good enough. We compare badly to other countries. For instance, the national curriculum is designed as a Foundation to Year 10 program. In contrast, students in other OECD countries continue to study one or more foreign languages for another two years until to the end of Year 12.

Also, the time assigned to languages in relation to the total teaching time per year is still substantially less than in other countries. Students in Australia will spend only half as much time on language learning as most students in other OECD countries.

Finally, time allocations for languages within the Australian curriculum are only given as indications. So despite suggestions to make the study of a foreign language mandatory for all Australian students, the subject is - contrary to many other countries - still only optional. Ultimately, uptake and continuation of a foreign language is left to the students themselves.

Over the years several reports have found a number of other problems in language education policy in Australia. For instance there is a lack of specific language teacher courses at universities. As a result there is a massive shortage of qualified language teachers.

To go with this is a lack of professional development programs and network opportunities and overall an insufficient level of funding for languages in Australian schools.

So it is no surprise Australian tertiary education students feel discouraged to train as language teachers. Where is the career path? Why choose to be a language teacher when they have such a low status within our schools?

I believe it is the general attitude towards languages in the Australian public that is really the biggest challenge for language education. Language proficiency and multilingualism are simply not regarded as significant in Australia. The rest of the world is busy learning English so why should we bother with other languages? It is only natural, that this perception filters down to the students and influences their behaviour towards the subject.

I won't go into the benefits of knowing how to speak in another language here, but as you probably know they are myriad, from personal and educational to economic and professional. The jury is well and truly out. We should be giving these benefits to our children.

I discovered some interesting insights into teaching and learning in Australian language classrooms in a recent study I carried out involving German migrant language teachers. The study was focused on the experiences of German migrant teachers in the Australian education system. However, it also provides some cross-cultural observations and new perspectives on how current language education policies and practices and the widespread attitude towards languages in society are impacting on the daily teaching and learning of languages in schools.

The German migrant teachers in the study were qualified and experienced teachers of modern foreign languages in Germany before they immigrated to Australia. When they started teaching German language in schools in Australia they were astonished to discover how low foreign languages as a subject area rates within the Australian curriculum. The teachers described how this different sense of worth affected their classroom management, teacher status at school and work conditions.

Despite its shortcomings the existence of our new national curriculum in languages is giving me hope. I am hoping it will spark more interest in language education within the wider Australian community and that the attitude of Australians towards multilingualism will change for the better.

Try thinking about this for a start: How important is it for the future of Australia for Australians to be able to communicate in more than one language?
Katharina Bense is a PhD candidate at the University of Western Australia in the Department of European Languages and Studies. In her research she focusses on issues of international teacher mobility and diversity in teaching. She is a qualified teacher from Germany with teaching experience in German language education in various Secondary and Tertiary institutions in Western Australia.
Katharina's article "Languages aren't as important here": German migrant teachers' experiences in Australian language classes was nominated for the Springer Best Paper Award 2014 so it is free online until January 15. Please find a link HERE

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Why is Australia condemning language education to insignificance?

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Languages are not considered important in Australia. This general attitude towards language learning is not only evident in the uptake of foreign languages by students in schools and the provision of foreign languages as outlined in current curriculum policies, but is also noticeable in the everyday teaching and learning in Australian language classrooms. Since May ...

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STEM skills are crucial for Australia's changing future

The world is changing around us. Digital technology has become a core part of our everyday lives. Advances in technology impact everything, especially the world of work. Entire job sectors are emerging or disappearing, and workforces are rushing to keep up with change.

Automation and globalisation are changing the way we think about, and define, careers. Employment is becoming fluid, and people will go from having one profession to several in their working life. These may be entirely different roles, across entirely different sectors.

As the world of work changes, we will need to change our skills to match. The gap between the knowledge generated in the education system and the skills demanded by employers and individuals is widening. Overcoming these limitations requires a priority focus on science, technology, engineering and mathematics (STEM), including the development of workplace skills in STEM. Future careers will also rely heavily on '21st century skills' - for example, critical thinking, creativity, cultural awareness, collaboration and problem-solving. When done well, STEM education complements the development of 21st century skills. It's predicted that future workers will spend more than twice as much time on job tasks requiring science, maths and critical thinking than today.

It's vital that Australia keeps pace with technological change to advance its economy and prosperity. Without adequate STEM skills and understanding in Australia, there is a risk that companies searching for these skills will be forced to set up elsewhere. But if we prepare Australians for the jobs of the future, we will enjoy a thriving cycle of jobs and opportunities.

STEM learning is also important for students in their everyday life in our contemporary world, with the rise of new technologies in biomedicine, microfabrication, robotics and artificial intelligence. The ability to understand and apply data, and develop solutions to complex problems, will be important life skills.

Australia is not keeping up with the need for STEM

The National STEM School Education Strategy 2016-2026 was agreed by all education ministers in December 2015 through the Council of Australian Governments (COAG) Education Council. The national strategy supports a long-term change agenda aiming to ensure that students have a stronger foundation in STEM and are inspired to take on more challenging STEM subjects.

There are many reasons to be concerned about Australia's STEM activity and what this means for our future:

The number of school students studying STEM in later secondary (Year 11 and 12) has flat-lined at around 10% or less.

School students' science and maths results are declining or stagnating.

Australia is slipping down the international ranking tables as other countries improve. In 2003, 4 countries or economies significantly outperformed Australia in PISA mathematics. In 2018, 23 did.

Around 40% of Australia's Year 7 to 10 mathematics classes are taught without a qualified mathematics teacher.

Australian students don't understand the importance of STEM, or STEM career opportunities, until it's too late.

Industry conserns about their future workforce include skill shortages and recruitment challenges that risk the future of work.

Environmental, social and economic change presents complex challenges that will need sustainable and connected solutions.

We need a collective effort to change Australia's future in STEM

Industry and education both play a key role in changing Australia's future. They can:

Support students to understand the realities and needs of the STEM workforce.

Prepare students for the big career challenges and opportunities ahead.

Schools, businesses and other groups have already started working together to create STEM programs to improve student outcomes in STEM. But there is more work to do. Together, industry and education can work to improve Australia's STEM future.

There are lots of others who can make important contributions, too. Many not-for-profit groups and community organisations support STEM education, or would like to. Parents also play a critical role in shaping the attitudes of young people and helping them succeed.

Want to know more?

Research Reports

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The Department of Education works to ensure Australians can experience the wellbeing and economic benefits that quality education provides.

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Australian university reforms to incentivise Stem degrees over arts have ‘dismally failed’, peak bodies say

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Australian university reforms to incentivise Stem degrees over arts have ‘dismally failed’, peak bodies say

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Higher education reforms introduced by the Morrison government - which doubled the price of some humanities degrees and lowered fees on some other courses - have not benefited students and should be scrapped, peak university bodies say.

The jobs-ready graduates package was implemented by the former Coalition government in the first year of the Covid-19 pandemic to incentive students to study certain degrees, including science and engineering.

It reduced the overall government contribution to degrees from 58% to 52% and increased fees for some courses, including humanities, to fund fee cuts in other courses and 39,000 extra university places.

A coalition of leading tertiary voices have lodged submissions to Labor's universities accord review, saying the reforms haven't worked. They're calling for the changes to be reversed and for a stronger, more equitable funding system.

Under the current scheme, students incur annual Help fees as high as $15,152 for law, business and humanities courses - four times those for teaching, nursing, maths and language students who contribute $4,124 a year.

The Australian National University's vice-chancellor, Brian Schmidt, said there shouldn't be barriers to public funding based on degrees that governments "don't like".

"Students know what's best for them," he said.

"Incentivise them and let them keep their agency - give them scholarships, that changes people's minds.

"It's an unliveable situation."

When first proposed in late 2020, Labor senators accused universities of being "in cahoots" with the Coalition over the changes, which reduced the overall federal funding to the tertiary sector despite a surge in demand for places during Covid.

Universities Australia, the peak body for the sector, urged senators to pass the bill for "funding certainty" but has since reversed its stance.

The body's chief executive, Catriona Jackson, said inequity in higher education needed "desperately to be addressed".

She said price signals "simply do not work" as a way to drive student choices.

"Government funding is falling while the cost of doing research is rising, forcing universities to rely on international student fee revenue to support these vital endeavours," she said.

"This is not sustainable."

Jackson said the intent of the reforms - to encourage students to change their choice of university degree - was doomed to fail.

Research has found course preferences still depend on student interests, and that for financially motivated students job and salary prospects have a greater impact than course costs.

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The Greens' education spokesperson, Mehreen Faruqi, said the scheme amounted to a "cruel, punitive mess".

"Labor spoke a big game in opposition, calling the scheme beyond repair, but have done nothing to reverse the harms of this policy disaster," she said.

The education minister, Jason Clare, said the Albanese government's universities accord review, which is due to hand down an interim report by the end of June, was looking at "a range of important issues", including affordability and the jobs-ready graduates scheme.

Dr Alison Barnes, president of the National Tertiary Education Union, said the scheme had "dismally failed on every measure", including matching places with demand for skills.

"The new student places it provided for were without new funding to support them," she said.

"Now low-earning graduates are likely to be saddled with massive debts. The policy eroded public funding of universities while increasing the burden on students."

Schmidt said the financial burden was also falling heavily on universities.

"In 2019 I taught fewer students and got roughly 5% more money than I do in 2023, with 100 extra students and 12% inflation," he said.

"What we're finding is it gives us less money than it costs to teach."

ANU ran a deficit in excess of $100m in 2022, in large part due to losing money across science and engineering courses.

Commonwealth funding is capped, meaning at a certain threshold the university is losing money if it boosts enrolments in courses that are cheaper for students but more expensive for universities to run.

"It makes financial sense to take on students in commerce and law but financially punishes you if you take on a lot of engineering and science students," Schmidt said.

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Australian university reforms to incentivise Stem degrees over arts have 'dismally failed', peak bodies say

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Leading tertiary voices push for Morrison government policy to be scrapped, saying it hurts both students and universities

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Stop telling students to study STEM instead of humanities for the post-coronavirus world

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Stop telling students to study STEM instead of humanities for the post-coronavirus world

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Finally, someone has figured out how to put an end to students wasting their lives in the quixotic pursuit of knowledge associated with the humanities.

The government of Australia announced in June a reform package that would lower fees for what are considered "job-relevant" university courses while raising the cost of some humanities courses. Under the proposed changes, " a three-year humanities degree would more than double in cost." English and language course fees, however, are among those being lowered.

These reforms are proposed as part of larger changes to post-secondary funding as Australian universities, like Canadian and other global universities, find themselves grappling with the seismic impacts of COVID-19.

Read more: Defunding arts degrees is the latest battle in a 40-year culture war

They also reflect larger trends towards what's considered market-friendly learning. Around the world, educational policy-makers have chipped away for years at the position of the humanities in school curricula at every level to make more room for the so-called STEM disciplines (science, technology, engineering and mathematics). The humanities is typically considered to include the arts, history, literature, philosophy and languages.

Educational reforms

The Australian reforms are intended to boost enrolment where the government says more "job-ready graduates" will be needed " in health care, teaching and STEM related fields, including engineering and IT."

The cost changes apply per course, so that " by choosing electives that respond to employer needs ... students can reduce the total cost of their study." The proposed reforms aim to make it cheaper to undertake post-secondary studies in areas of expected job growth.

Such reform efforts are part of a larger global push aimed at establishing the STEM disciplines as central to public education.

In New Brunswick, this has been illustrated in a series of educational reforms emphasizing the centrality of economic priorities to shaping public education. These reforms promote a focus on literacy (not literature), numeracy and science. For example, the province's 10-year education plan, published in 2016 speaks of reviewing "... high school course selections in the arts, trades and technology, with a view to revising, developing and clustering courses to address labour market and industry requirements.... "

The New Brunswick reforms, and many other such efforts, have largely excluded input from teachers, parents, students and local communities. They've focused on the standardization of education systems, while ignoring global lessons about how more holistic approaches to education often produce significant system-wide academic success.

The new Australian policy takes a market-oriented approach focused on using financial incentives to encourage certain choices. Australia is definitely ahead of the curve on this one. Or is it?

Economic goals in public education

No single organization has had more impact on the global move toward prioritizing economic goals in public education than the Organization of Economic Co-operation and Development (OECD), through its Program for International Student Assessment (PISA).

PISA is an international testing program that has traditionally assessed student achievement in reading, mathematics and science in almost 100 countries and regions around the world. The results generate press and shape discussions and decisions about educational policy and practice in important ways.

One group of education scholars writes that " PISA has arguably become the most influential educational assessment today," and emphasizes that the program was developed to assist the OECD with its economic mandate and that this rationale informed the assessment's framework and continues to guide its development.

In recent times, growing social and cultural fragmentation have created challenges for the world's economies and prompted a rethink even in the OECD of the kind of education necessary for a more comprehensive prosperity. In 2018 it moved the PISA program beyond the three traditional subject areas to begin assessing "global competence," which it describes as "a multidimensional capacity."

Learning for 'global competence'

According to the OECD, " globally competent individuals can examine local, global and intercultural issues, understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being."

The OECD believes " educating for global competence can boost employability," and also believes that all subjects can introduce global competence.

It seems to us learning history and other humanities disciplines are effective ways to foster the elements of global competence outlined in their description.

In our recent book, The Arts and the Teaching of History, we make the case that sustained and systematic engagement with the humanities - including, history, literature and visual and commemorative art - is effective in fostering a number of positive humanistic and civic outcomes and competencies.

These include: complex comprehension of history and literature and the nature of truth; nuanced understanding of the relationships between history and collective memory and how those operate in the formation of individual and group identities; and, particularly important in contemporary Australia, Canada and elsewhere, engagement with Indigenous perspectives.

Read more: If we want brilliant English, history or geography teachers, why are we making humanities courses so costly?

This is not to argue that the teaching of history, literature or other humanities subjects is without criticism. As they have appeared in school curriculum these subjects have often been overly focused on so-called western civilization. Marie Battiste, Mi'kmaw educator and professor in educational foundations at the University of Saskatchewan, in her book Visioning a Mi'kmaw Humanities: Indigenizing the Academy explores reframing the humanities to create:

" ... a vision of society and education where knowledge systems and languages are reinforced, not diluted, where they can respectfully gather together without resembling each other, and where peoples can participate in the cultural life of a society, education and their community."

Appreciating different worldviews

Does anyone really believe that in the midst of vigorous public debates about what it means to build a just society, the world needs more people without the educational background to understand where their societies came from and how they developed? In the age of Black Lives Matter, rising Indigenous activism and substantial public engagement we need to educate people to take responsible action toward collective well-being.

Of course, STEM subjects are critical in fostering understanding of issues related to sustainability and collective well-being. They are a necessary, but only a partial, aspect of any child's education. The humanities play an essential role in aspects of global competence which have not been the focus of the STEM subjects.

If the study of history, society, culture or the arts dies, our societies may learn the hard way that it takes more than narrow job preparation to ensure that our students will flourish as human beings. Such flourishing includes willingness and ability to engage with the challenging and urgent social, cultural, environmental and political issues with which they are confronted in these times.

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Stop telling students to study STEM instead of humanities for the post-coronavirus world

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Today's urgent inequality and environmental crises mean that more, not fewer, students should be studying history.

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Italian language is in decline in Australia — but could the next generation reverse that trend?

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Italian language is in decline in Australia — but could the next generation reverse that trend?

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Italian language is on the decline in Australia — but could the next generation save it?

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Italian is on the decline in Australia, but experts say younger generations of Australian Italians who are showing increased interest in the language and embracing their culture could reverse that trend.

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Under the spell: why many Australian adults are choosing to study Italian

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Under the spell: why many Australian adults are choosing to study Italian

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Under the spell: why many Australian adults are choosing to study Italian

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During the first day of the Stati Generali della Lingua Italiana, currently being held in Florence, Italian has been celebrated as the fourth most studied language in the world. Cristiana Palmieri has just finished her University of Sydney’s PhD, which explored what motivates people who do not have…

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ITALIAN IS THE 4TH MOST STUDIED LANGUAGE IN THE WORLD.

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ITALIAN IS THE 4TH MOST STUDIED LANGUAGE IN THE WORLD.

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The importance of the Italian language in the world
In reality, the Italian language has always been very important worldwide. Italian has been in fact incorporated for centuries in the European context as a language of music, artistic-literary creativity, but also scientific communication and commercial exchanges: a language of choice practiced in the theaters, courts, and academies of Europe, as well as in Mediterranean ports. The fourth place in the language market is not news of the recent years, but a long-term historical fact.

The long and intense Italian history
Unlike other countries that are rich in history only in a certain ancient or recent historical period, Italy has always had a very rich and eventful history that has produced an enormous cultural intensity, from the earliest civilizations to the Roman Empire, from the Middle Ages to the Renaissance, from the 1700s to the modern era. Thanks to this, it has influenced all the world culture in a decisive way like no other country in the world. This legacy continues to be a factor of strong attraction for foreigners.
The wealth and vastness of Italian culture
According to UNESCO data, 60% of the world's cultural heritage is in Italy.
- Italian art and architecture represent half of the world's cultural heritage.
- Italian literature is one of the most important for the continuity of writers in every historical period.
- Most of the operas are composed in Italian thanks to its most illustrious composers (Giuseppe Verdi, Giacomo Puccini, Gioacchino Rossini).
- Italian cuisine is the richest in the world, from pasta to pizza, from ice cream to cappuccino.
- Typical Italian food products, from parmesan to ham, from wine to olive oil.
- Italian cinema is one of the most important in the world, from Rossellini to Fellini, from Leone to Salvatores.
- The sciences, from Galileo to Leonardo, from Meucci to Marconi, most of the inventors who contributed to the progress of mankind are Italians.
- Made in Italy, the beauty of design speaks Italian, from fashion (Armani, Prada, Gucci, Valentino, Versace, etc.) to the prestigious brands of the Italian automotive industry (Ferrari, Maserati, Lamborghini, etc.).
- Italian music for the sweet sound of language and melodies is one of the most loved in the world.
The first reason is, therefore, the attraction towards a country that has expressed and continues to express culture, let us now analyze other reasons.

Geopolitics of the Italian language
We must not forget that Italian is the lingua franca of one of the world's main geopolitical subjects: the Vatican and the Catholic Church present throughout the world. Although the official language is Latin, Italian is the one used among the prelates of various nations.
Italian is one of the official languages ​​of Switzerland, it is the second most spoken language in Albania, Argentina, Australia, Libya, Somalia, and Eritrea, it is the third most spoken language in Canada, Venezuela and Tunisia, it is widespread in Slovenia, Croatia, in southeastern France, Corsica and Malta. It is quite well known in Austria, Romania, Serbia, Greece, and Bulgaria.

The Italian language and emigration
Italy is one of the countries that has had a significant emigration in the last century, about 40 million Italians now live in the United States, Canada, Argentina, Australia, Germany, France, Belgium, England, etc. Many children and grandchildren have remained bilingual. Those who do not know Italian, are attracted by their origins and the language of their ancestors.

The Italian language and immigration
The phenomenon of immigration in recent years has produced almost 4 million immigrants from Africa, Eastern Europe, South America, Southeast Asia, and various other countries that have moved to Italy and have had to learn the language to enter the host country.

The words of the Italian language adopted by the English language
The most spoken language in the world, English, has a lexical heritage consisting of 10% of lexemes belonging to its linguistic stock, ie Saxon, while over two thirds, precisely 76% of the lexemes are exogenous, taken and adapted from Latin, from Italian and from other Romance languages. Statistics show that Italian and Spanish are the two languages ​​that provide English with the highest number of neologisms.

The similarity of Italian with Spanish and French
The extreme similarity that Italian has with Spanish and French is a reason for the ease of study or the beginning to approach the other two languages ​​of Neo-Latin derivation.

Although Italy is currently an often bizarre country, full of contradictions, political and organizational difficulties, the fascination that has always inspired this country with its imagination and its originality, makes the study of the Italian language attractive and unaltered over time.

Carlo Lipparini
director - Istituto Il David
Do you want to take a study trip to Florence to get to know it live? Do you want to take an Italian culture course? Istituto Il David - Italian language school - Florence

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Italian language 4th most studied language in the world

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The Italian language is widely studied in the world for the richness of the Italian cultural and artistic heritage that has influenced the whole world

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Studenti e istituti di italiano: alcuni dati dagli Stati Generali della Lingua Italiana nel mondo

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Studenti e istituti di italiano: alcuni dati dagli Stati Generali della Lingua Italiana nel mondo

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(30/11/2021) Nel corso del degli Stati generali della lingua e della creatività italiana sono stati presentati alcuni dati relativi alle modalità studio della lingua italiana all'estero. Da un punto di vista numeri gli studenti che studiano l'italiano sono 2.06 milioni, distribuiti in 113 diversi Paesi con questa distribuzione geografica: il 41% in Europa, il 21% Americhe, il 19% Asia e Oceania, il 9% Mediterraneo, un altro 9% nell'Europa non Ue, e l'1% Africa Sub Sahariana.

Nel dettaglio, 65.850 studenti frequentano i corsi di 84 IIC; 33.000 studenti frequentano i corsi tenuti da 8 scuole statali, 42 scuole paritarie, 72 sezioni di italiano presso scuole straniere e 10 sezioni di italiano presso scuole europee; 330.095 studenti frequentano i corsi da 81 enti promotori sostenuti dalla Farnesina; infine, 53.815 studenti apprendono l'italiano con i corsi dei Comitati della Dante Alighieri.
Molti gli strumenti di promozione della Farnesina, primo fra tutti i contributi a università straniere: sostegno alle cattedre di italianistica e corsi di formazione per docenti di italiano. Ad oggi sono 264 contributi in 71 Paesi per un investimento annuo di 2,5 milioni di euro.
Gli studenti stranieri vengono coinvolti attraverso le borse di studio Maeci e i progetti di scambi giovanili: ad oggi si tratta di mille studenti residenti in 95 Paesi per un importo complessivo di 5,5 milioni di euro.
La Farnesina, poi, sostiene la traduzione di opere letterarie e scientifiche italiane all'estero. Eroga 250 contributi e organizza 5 premi per un investimento annuo di 523.879 mila euro.
Il Maeci si occupa anche di acquistare materiale librario, didattico e multimediale che invia a 35 paesi considerati "prioritari" per un importo di 119.254 mila euro.
Grazie alle risorse stanziate dal Dl Cura Italia, la Farnesina ha inviato libri per le biblioteche di 65 Istituti Italiani di Cultura per un investimento complessivo pari a 130mila euro. Completano il quadro degli interventi l'organizzazione della Settimana della lingua italiana nel mondo, giunta alla 21ª edizione, e la messa in rete di tre portali: Italiana, con contenuti audiovisivi originali in italiano; Italiano, piattaforma di e-learning per i corsi degli IIC e New Italians Book, vetrina per il libro italiano nel mondo.
In totale, nell'ultimo anno sono stati 428.945 gli studenti che hanno seguito lezioni di italiano per un investimento complessivo di 8.773.133 euro. (m.c.\aise)

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Studenti e istituti di italiano: alcuni dati dagli Stati Generali della Lingua Italiana nel mondo - Comunità Radiotelevisiva Italofona

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(30/11/2021) Nel corso del degli Stati generali della lingua e della creatività italiana sono stati presentati alcuni dati relativi alle modalità studio della lingua italiana all'estero.

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Growing number of Canberra schools failing to teach foreign languages amid teacher shortage

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Growing number of Canberra schools failing to teach foreign languages amid teacher shortage

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Thousands of students in Canberra's outer suburbs lack the opportunity to learn a foreign language, raising concerns about inequity in public schools.

Thirteen public schools have dropped language classes because they can't recruit enough teachers

Most of the affected schools are in outer suburbs

The ACT government is investigating alternatives such as online learning

Thirteen ACT schools that are required to teach a language currently don't have a program.

Most of these schools are in Tuggeranong in Canberra's south, which the ACT Council of Parents and Citizens Associations said was a concern.

"Learning a language in an ACT public school shouldn't be a privilege - it shouldn't depend on where you live," the council's Veronica Elliott said.

"It should just be part of a very high-quality education system."

It is mandatory for ACT public schools to offer students in years 3 to 8 classes in one of the eight priority languages: Chinese, Indonesian, Japanese, Korean, French, German, Italian or Spanish.

Primary students are meant to receive 60 minutes of instruction a week, and high school students 150 minutes.

Four early-childhood schools and Erindale College also lack language classes, though they are not required to have them.

"Learning a language teaches you much more about culture than the language itself, and so it provides a richness and enforces the diversity in our community," Ms Elliott said.

"Parents are really concerned that learning a language ... is not happening in some schools and hasn't happened for a while, particularly in some of our Tuggeranong schools."

Teacher shortage may force classes online

Language training has a special role in Canberra, which hosts the Department of Foreign Affairs and Trade as well as diplomats from around the world.

Yet the ACT's public schools have a patchy language network, with many gaps.

Angela Spence, a senior Education Directorate official, said the number of schools without language teaching was "probably at the highest we've seen" - a problem linked to teacher availability.

"We have a national teacher shortage, which the ACT is not immune to," she said.

"But we also have a global shortage of teachers in language education.

"Regardless of where the vacancies are, we actually address all of them with the same importance."

The directorate is considering other ways to offer language training, which don't rely on having teachers in classrooms.

The options include: a hub school delivering online programs; a stronger partnership with the Canberra Academy of Languages, which currently teaches some college students; or engaging another external provider.

The academy, which is based at Ainslie School, has suggested the ACT government take over its operations as soon as next year, to help supplement its school programs.

Language classes end after primary years

A separate problem exists for primary students who are studying another language: some find their local high school does not offer the same language program.

For example, many primary schools in Belconnen teach French, but there are few opportunities to continue the language in high school and college.

Children travel to Yarralumla Primary from all over Canberra for its bilingual Italian program, but are then denied entry to its partner school, Alfred Deakin High.

Yarralumla's P&C association has urged the government to allow out-of-area students to attend Alfred Deakin to "build on its considerable investment in bilingual education" in the primary years.

"This can be the heartbreaking end of their journey as a bilingual Italian speaker," an association spokeswoman said.

"Not all [Yarralumla school] families can access private tutoring or other Italian education."

The directorate said it intended to work with the ACT's universities to bolster efforts to educate more language teachers.

The University of Canberra offers bachelor's and master's degrees as pathways for language teachers, but the Australian Catholic University does not offer language specialisations in its Canberra-based courses.

Shortage hits southern schools hardest

Japanese is the most popular and widely available language taught in ACT public schools, including Lake Tuggeranong College.

The college also offers Spanish but was forced to drop Chinese.

"We're really struggling to get staff as well as students in our Chinese program," executive teacher Jenni Evans-Holder said.

"Part of the problem is some of our local schools are struggling to get Chinese teachers, which means we just don't have the students who are able to continue on with it in years 11 and 12."

Ms Evans-Holder said there were many benefits from learning a language as a child, including improved critical thinking, literacy development and job prospects.

She suggested helping native speakers become language teachers, and strongly supporting teachers to keep them in the system, to help address the shortage.

Ms Evans-Holder said online learning had a role in revision work, but could not compare with face-to-face lessons.

Year 12 student Damien Hartley, who aspires to work as an interpreter, studied Japanese through the COVID-19 pandemic.

They agreed that learning a language was more difficult online.

"I definitely think learning with a physical teacher is a lot easier, especially when it comes to vocabulary, as well as confidence that you're learning something correctly," Damien said.

The ACT Council of Parents and Citizens Associations said it wanted to see solutions put into action, "the sooner the better".

"We're looking for a range of innovative solutions so that all students can learn a language ... whether that's the online delivery of programs or a reallocation of resources throughout the system, that would be really helpful," Ms Elliot said.

"We know people want an expansion of languages to include Ngunnawal language and also Auslan, and that's really important to show our inclusive culture."

The directorate's languages education action plan, which is not yet publicly available, is expected to be endorsed by the end of the year.

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More Canberra schools are dropping foreign language classes despite being required to teach them

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The ACT government is considering running online classes as public school struggle to recruit enough staff to teach foreign languages.

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Mia Nacamulli: The benefits of a bilingual brain

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It's obvious that knowing more than one language can make certain things easier -- like traveling or watching movies without subtitles. But are there other advantages to having a bilingual (or multilingual) brain? Educator Mia Nacamulli details the three types of bilingual brains and shows how knowing more than one language keeps your brain healthy, complex and actively engaged.

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Language learning in state schools - Languages taught in state schools - Open Data Portal | Queensland Government

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Latest Semester 1 data file on the languages other than English (LOTE) being offered in Queensland state schools.

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AI means a rethink of teaching foreign languages

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AI means a rethink of teaching foreign languages

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As ChatGPT and DALL-E go viral, hopes and warnings about artificial intelligence (or AI) are also growing.

AI-based computer programs like ChatGPT can write essays and DALL-E can generate artistic images - in other words, it seems that computers can now do human work, humanly creative work.

AI-based computer programs like ChatGPT now seem to be able to do human work. Picture: Getty Images

While technology will continue to become more sophisticated, conversations about the implications of these two creative AI applications are wide ranging, affecting almost every aspect of human life, including education.

For example, what should the teaching of writing look like when machines can write? What is the nature of art education when machines can create art?

But there's another set of AI-based computer programs that haven't yet had as much attention but may have significant impact on foreign language education in our schools.

What'll be big in 2023? AI, that's what

This is machine translation software that automatically translates text or speech from one language into another.

Machine translation has been in existence since the 1950s but has made significant progress over the last 70 years or so. Popular machine translation tools probably include ones you already use - Google Translate, Microsoft Translator, DeepL, Alexa Translations and the list goes on.

These tools vary a great deal in terms of the number of languages they can translate, their ease of use and accuracy. Some, like Google Translate, can translate over 100 languages, while others cover far fewer.

And the quality of translation can vary a lot - as does the ease of use and access.

But there's an important conversation to have about the potential implications of machine translation - especially when it comes to the purpose, curriculum and teaching of foreign language education in schools.

Machine translation software can automatically translate text or speech from one language into another. Picture: Getty Images

One of the primary aims of foreign language education is to teach students to become competent in a language so that they can communicate with its native speakers.

So, not surprisingly, all curriculums in foreign language courses have an almost exclusive focus on helping students to develop competence in listening, speaking, reading and writing in that language.

Whatever teaching methods are used, the expectation is that students become proficient users of the language.

The language of learning

This expectation is one shared by teachers, school administrators, system leaders, parents and the public. But the expectation is generally wishful thinking for the majority of students who may be taking a foreign language course voluntarily or as a requirement.

Despite the hard work of many teachers and a genuine interest and effort from many student, most of the students are far from competent after one to four (or even ten) school years.

Very few students can truly achieve native or near native speaker proficiency.

In comparison to today's machine translation, which is far from perfect, a majority of students are unable to do as well as translation machines in communicating with native speakers of a language.

Very few students can truly achieve native or near native speaker proficiency. Picture: Getty Images

There are many reasons for the lack of development of true competence after so many years of studying the language, but three reasons are unchangeable.

Firstly, the amount of time of learning the target language is limited. In most schools, the maximum number of hours per week is three to five class hours.

Assuming there's 40 weeks in a school year, the total number of hours is 120 to 200 class hours, which amounts to about 80 to 130 learning hours which is far from the time needed to acquire proficiency in a second language.

Learning a language at home: You are not alone

Secondly, there's typically no environment where a student can authentically speak the language they're learning locally, which limits the real opportunities to practice communication.

And finally, the purpose of learning a language in schools has often been hijacked by testing. That is, for a significant majority of the learners, passing tests becomes more important than actually acquiring the language.

Whatever the reason, the current context of foreign language teaching is unlikely to change and the hope that students in foreign language courses can become competent speakers is - at best - unrealistic.

Given that machine translation is already better at communicating than most people who have spent a few years studying foreign languages and the technology will continue to improve, it is important to rethink foreign language education.

There's typically no environment where a student can authentically speak the language they're learning locally. Picture: Getty Images

Of course, the most immediate but incorrect reaction would be scrapping these courses. This fails to factor in the real meaning of studying foreign languages, which should have always been about culture for a majority of students.

Understanding a different culture greatly expands one's cognitive and psychological competence. Another culture, a different way of living, a different way of thinking, and a different way of feeling, challenges people who are used to thinking and feeling within only one culture.

It helps people to go beyond what they are used to and experience something different, something uncertain and something unexpected. This experience presents more diverse ways of living, more options for human organisation and more possibilities in interaction.

Why are Australians linguistically lost?

Culture should be the core content of any foreign language teaching, but unfortunately linguistic competence has instead always been the primary focus.

Assessment in foreign languages has focused on mastering vocabulary and grammar, as well as abilities in reading, writing, listening and speaking.

Given the difficulty in achieving linguistic competence in foreign languages and the availability of increasingly sophisticated machine translation, it seems reasonable to rethink foreign language courses as primarily cultural courses, with limited expectations of linguistic proficiency.

Making culture the core of foreign language courses is more than learning about one culture. Rather, it is also about developing global competence - the ability to investigate the world, recognise perspectives, communicate ideas and take action.

Assessment in foreign languages has focused on mastering vocabulary and grammar. Picture: Getty Images

The Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA) defines global competence as "a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations."

Whatever the definition, the main idea is about human interdependence and interconnectedness.

In 2018, PISA conducted its first global competence assessment of 15-year-old students around the world, and global competence has been accepted as a core skill for thriving in the 21st Century.

Education for humans in an AI world

It's difficult for schools to add new courses to teach global competence as most are already crowded with too many required courses. The optimal place to teach global competence is foreign language courses, which should focus on other cultures, other languages and global issues.

Of course, this would require changes in assessment, content and teaching methods in these courses.

There is a small percentage of students with a strong interest in foreign languages; schools could offer different courses or encourage students to learn online from native or near-native speaking teachers.

But the overall idea is very simple: if machines can do better than most human foreign language learners in communicating in another language and traditional foreign language courses have generally failed to make students competent, the primary focus of foreign language courses for the majority of students should be culture and global competence.
Professor Yong Zhao will discuss the implications of globalisation, technology and AI on education in a complimentary webinar for educators hosted by Asia Education Foundation on 22 March, 2023. To register, please visit the event webpage.
Banner: Getty Images

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Professor Yong Zhao Foundation Distinguished Professor, School of Education, University of Kansas; Professor, Educational Leadership, Melbourne Graduate School of Education, University of Melbourne

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AI means a rethink of teaching foreign languages

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Machines are now better than most human foreign language students, so teaching languages should focus on global competence says University of Melbourne expert.

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" Giocavo con degli spazi, con degli ambienti. I giochi si dividono in giochi che si fanno in un ambiente delimitato - per esempio un campo da football - e i giochi che si fanno al di fuori di un ambiente. Qual è il primo gioco che fa un bambino piccolo quando lo portano a spasso? Vede un muretto e vuole camminare su un muretto, tenuto per mano magari". Questo è uno dei ricordi d'infanzia di Italo Calvino che torna ad essere fruibile grazie alle immagini di archivio che compongono il documentario Lo scrittore sugli alberi realizzato dal regista Duccio Chiarini. Il film è presentato in anteprima e come proiezione speciale alla XX Edizione delle Giornate degli Autori, nell'ambito della Mostra Internazionale d'Arte Cinematografica di Venezia. Un documentario che, a cento anni dalla nascita dello scrittore, rilegge il percorso artistico di Calvino attraverso una delle sue opere più note, ovvero Il Barone Rampante, il secondo romanzo della trilogia I nostri antenati, pubblicato nel 1957 da Einaudi.

Il racconto di Italo Calvino attraverso l'opera Il Barone Rampante

" Come per molti lettori, il mio primo incontro con Italo Calvino risale ai tempi dell'infanzia, quando a scuola lessi 'Il Barone Rampante': ricordo ancora la sensazione di libertà provata nel leggere le avventure di Cosimo Piovasco di Rondò fuggito dalle indicazioni soffocanti dei genitori per vivere sugli alberi esplorando il mondo liberamente", racconta il regista Duccio Chiarini. " È stato partendo da questa sensazione che, assieme alla sceneggiatrice Sofia Assirelli, abbiamo deciso di utilizzare questo romanzo come cornice narrativa del film creando un parallelo tra le avventure del protagonista Cosimo e l'opera di Italo Calvino. Il rimando nasce non solo dalla concomitanza tra la pubblicazione del romanzo nel 1957 e l'uscita di Calvino dagli organi del PCI pochi mesi dopo, ma anche dalla suggestione che il personaggio e l'autore abbiano altri aspetti in comune. Calvino ha trascorso la propria infanzia tra gli alberi di Villa Meridiana che molto ricorda la 'Ombrosa del Barone', ma è nella maturità della sua opera che ritroviamo i tratti più comuni a Cosimo di Rondò, fuggito sugli alberi per trovare una giusta distanza da cui guardare le cose e non per questo meno empatico o partecipe verso le questioni sociali e politiche dei suoi contemporanei ".

L'articolo continua più sotto

Italo Calvino: un film a metà tra la sfera classica e personale

Italo Calvino è l'autore italiano più popolare del Novecento, e questo Duccio Chiarini lo sa, per ciò costruisce un film classico servendosi di un punto di vista personale in cui non manca la voglia e il piacere che Calvino aveva per il disegno e per il cinema, oltre che per la parola scritta. Per lo scrittore, il cinema non era solo una forma di evasione ma anche " dimostrazione che si potevano creare forme compiute, dei racconti artigianalmente perfetti". Questo è uno dei tanti elementi che si intreccia alla figura di Calvino a cui dà voce il regista Paolo Virzì, coinvolto nel documentario e che descrive il protagonista de Il Barone Rampante come un Pinocchio: " innocente, alla scoperta della vita con un senso anche avventuroso". Assieme a Virzì, hanno preso parte al docu - film Ariane Ascaride, Walter Barberis, Mario Barenghi, Silvia Bencivelli,Stefano Bollani, Giovanna Calvino, Merve Emre, Marie Fabre, Ernesto Ferrero, Marco Macchi, Letizia Modena e Martin Rueff.
Durante un trasloco per trasferire tutta la biblioteca di Calvino dalla sua casa/studio di Campo Marzio alla Biblioteca Nazionale di Roma, in una scatola di scarpe sono state ritrovate alcune vecchie bobine 9mm che si sono rivelate essere dei filmini che aveva girato il padre di Calvino negli anni Venti. Queste sono state digitalizzate da Home Movies e, oggi, vengono mostrate al pubblico per la prima volta.
Margherita Bordino

Margherita Bordino

Classe 1989. Calabrese trapiantata a Roma, prima per il giornalismo d'inchiesta e poi per la settima arte. Vive per scrivere e scrive per vivere, se possibile di cinema o politica. Con la valigia in mano tutto l'anno, quasi sempre in...

Scopri di più

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A Venezia presentati per la prima volta i filmini con Italo Calvino da bambino

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Nell'ambito della Mostra del Cinema di Venezia, Italo Calvino è protagonista delle Giornate degli Autori con il documentario "Lo scrittore sugli alberi" di Duccio Chiarini

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In questa sezione pubblichiamo proposte, idee e spunti di riflessione che riguardano l'integrazione delle nuove tecnologie dell'apprendimento e nell'insegnamento dell'italiano.

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In questa sezione pubblichiamo proposte, idee e spunti di riflessione che riguardano approcci all'insegnamento e all'apprendimento dell'italiano per far fronte sia alle nuove esigenze. Per esempio: da insegnanti, come possiamo motivare e coinvolgere gli studenti? Da studenti, come possiamo restare motivati e trovare opportunità al di là della classe per usare la lingua?

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In questa sezione pubblichiamo proposte, idee e spunti di riflessione che riguardano come sfruttare al meglio il contesto in cui ci troviamo per promuovere l'apprendimento e l'insegnamento dell'italiano. Qualche esempio: i temi del curriculum, le ore di contatto assegnate all'italiano...

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Aggiungi un post su questo Padlet con:
- il tuo indirizzo email
- il tuo nome
- alcuni argomenti che ti piacerebbe venissero discussi

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sara@amagree.com

Verso l'indipendenza dell'apprendente - insegnante come facilitatore e la lezione come scambio

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giulia.rivella@gmail.com

Uso della tecnologia in classe

# data[].attributes.body
bernie.bumblebee@gmal.com

# data[].attributes.body
r.miglioli@griffith.edu.au

# data[].attributes.body
s.visocnik@griffith.edu.au

Progetti di lingua e comunità

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Tema libero…

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valorizziamo pizza GPT

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lfedr0@eq.edu.au
Lucy Fedrizzi
Cairns School of Distance Education

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mball117@eq.edu.au
Cairns State High School

# data[].attributes.body
Connielammertsma@gmail.com.au
Connie Lammertsma

# data[].attributes.body
amura6@eq.edu.au
Dimbulah State School

# data[].attributes.headline
A che punto e' l'aggiornamento del Curriculum di Italiano?

# data[].attributes.subject
A che punto e' l'aggiornamento del Curriculum di Italiano?

# data[].attributes.body
hikarinefer@gmail.com

Sara Tuan

# data[].attributes.headline
Assicurarsi che una delle materie obbligatorie in year 11 e 12 sia una lingua straniera

# data[].attributes.subject
Assicurarsi che una delle materie obbligatorie in year 11 e 12 sia una lingua straniera

# data[].attributes.body
Dividere con la classe in persone che usano chat GPT and other he they don’t

# data[].attributes.headline
Riconoscimento e spendibilita' titolo di studio italiano

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Riconoscimento e spendibilita' titolo di studio italiano

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Smart boards
Online games
Other platforms- Linguascope
Sharing different levels of interactivity- sharing screens during online learning.

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Regenerations
Fantavolando

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Mentimeter
Genial.ly
Goose Chase
QR Code

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Authentic resources students making podcasts

# data[].attributes.body
Creating assessment that is interactive and involves creating something- l’ambiente e riciclare. Create an object from recycled materials, give bilingual instructions and advertise the new product.

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Fare un workshop dove si insegna come utilizzare ChatGPT in maniera utile per imparare lingue/materie, invece di proibire di usarlo completamente.

Questo vale a studenti ma anche agli insegnanti, soprattutto per fare brain-storming delle idee nuove.

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Non-eculture, explicit teaching of culture, just implied
Emphasis on visual and communicative skills

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Opened assessment where their is student choice and student centred.

# data[].attributes.body
I agree with this. Having students choose the topic within a scope will motivate and encourage them more when they're working on something they're passionale about.

# data[].attributes.headline
Spezzare la routine con giochi interattivi tipo Kahoot, Bamboozle..

# data[].attributes.subject
Spezzare la routine con giochi interattivi tipo Kahoot, Bamboozle..

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More student accountability
Students collaborate with teachers to influence their learning

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lettura online dei testi narrativi

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'Daily review' ogni lezione.  Repeat key words you want your students to learn every lesson 

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'Daily review' ogni lezione.  Repeat key words you want your students to learn every lesson 

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'Sentence builder' Gianfranco Conti E Steve Smith

# data[].attributes.subject
'Sentence builder' Gianfranco Conti E Steve Smith

# data[].attributes.headline
Approcci che favoriscono l'input comprensibile

# data[].attributes.subject
Approcci che favoriscono l'input comprensibile

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https://www.story-listening.net/

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Scuole primarie + scuole secondarie
Scuole secondarie + università

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Invest in languages
Change how languages are perceived

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Le ultime ondate di immigrazione italiana
La TV italiana
Il cinema italiano
Letteratura contemporanea
Arte contemporanea

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NCCD è troppo.

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http://www.sdkrashen.com/content/articles/down_with_forced_speech_pdf.pdf

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https://www.tandfonline.com/doi/abs/10.1080/02614340.2022.2125707 - The Debate on Language and Gender in Italy, from the Visibility of Women to Inclusive Language (1980s–2020s)

Gigliola Sulis &
Vera Gheno

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mabsalom@unimelb.edu.au

# data[].attributes.body
Laura Tognolini
ltogn5@eq.edu.au

# data[].attributes.body
Mcghi0@eq.edu.au

# data[].attributes.body
Iacomucci.vi@gmail.com

# data[].attributes.body
dwight@bne.catholic.edu.au
Grazie.

# data[].attributes.body
Mrzar0@eq.edu.au
Cairns School of Distance education

# data[].attributes.body
Deb Johnson

# data[].attributes.body
Stretton State College, Brisbane
axdip1@eq.edu.au

# data[].attributes.body
Cosa e' possibile fare per formare insegnanti o ottenere certificazioni per chi potrebbe/vorrebbe ma trova troppi ostacoli

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abernaitis@assisi.qld.edu.au

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tmali20@eq.edu.au

# data[].attributes.body
TeachVid

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It'd be nice to have workshops where we get together to write new units/lessons/resources/assessment tasks based on the new junior curriculum/senior syllabus

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Most people prefer dog instead of cat, they believe that dogs can be better company, and participate in outdoor activities, whereas some people believe that cat generally able to behave better and independent of their owners.

Fahim