ITAL 111 Comprehensive Beginning Italian for Spanish Speakers (Spring 2020)*
IS THIS ITALIAN OR SPANISH?
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IF YOU SPEAK SPANISH, LEARN ITALIAN IN A FAST-TRACK CLASS DESIGNED FOR YOU!
Introductory course on the fundamental skills of speaking, reading, writing and comprehending Italian with an emphasis on the linguistic similarities between Italian and Spanish, as well as the commonalities between Italian and Spanish/Latin American cultures. Designed for students starting Italian in college with knowledge of Spanish as native, heritage, or second-language speakers (minimum level: intermediate/high).
FULFILLS THE WORLD LANGUAGES AND CULTURES DEGREE REQUIREMENT
Note: Covers two semesters in one, yet does not reduce the WLC requirement to one semester only.
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- The development of this new course was also made possible by special funding from the MAECI (Italy’s Ministry of Foreign Affairs and International Cooperation).
RESOURCES (about Intercomprehension in general, as well as Italian for Spanish speakers specifically):
General (documents, PPP’s, articles)
Blanche-Belleviste, C. Il progetto EuRom5, comprendere le lingue oggi (1995). http://www.eurom5.com/
Workshop “Bridging the University and HS Systems Through World Languages: New Approaches to Italian Teaching”: PowerPoint contains a section on Italian for Spanish speakers
NEH grant for French and Italian for Spanish Speakers Initiative (Cal State U Long Beach)
Conteh, Jean, and Meier, Gabriela, eds. The Multilingual Turn in Languages Education. Bristol: Multilingual Matters, 2014. http://www.multilingual-matters.com/
Dolci, Roberto, and Anthony Tamburri, eds. Intercomprehension and Multilingualism: Theory and Practice for Teaching Romance Languages. New York: Queens College’s John D. Calandra American Institute, 2015. https://www.qc.cuny.edu/Academics/Centers/Italian/Pages/default.aspx
May, Stephen. The Multilingual Turn Implications for SLA, TESOL and Bilingual Education. New York: Routledge, 2014. https://www.routledge.com/
Donato, Clorinda. “The Future is Multilingual: French, Italian, and Portuguese for Spanish Speakers,” ADFL Bulletin, Vol. 44, No. 1 (2016) pp. 112-127. https://www.adfl.mla.org/
Donato, Clorinda, and Cedric Oliva. “The ties that binds: Italian for Spanish Speakers in Intercomprehesion.” In Intercomprehension and Multilingualism: Theory and Practice for Teaching Romance Languages. Ed. Roberto Dolci, and Anthony Tamburri. New York: Queens College’s John D. Calandra American Institute, 2015. https://www.qc.cuny.edu/Academics/Centers/Italian/Pages/default.aspx
Donato, Clorinda, and Violet Pasquarelli-Gascon. “The Language of the Other: Italian for Spanish Speakers through Intercomprehension,” Italica, Vol. 92, No. 3 (FALL 2015), pp. 713-735.
Spinelli, Barbara.** “The Multilingual Turn in FL Education: Investigating L3/Ln Reading-Writing.” Translation and Translanguaging in Multilingual Contexts 3:2 (2017). Amsterdam, NL: John Benjamins, 2017. 184-209. https://benjamins.com/catalog/ttmc.3.2.03spi
Spinelli, Barbara.* “Localizing the Global: Exploring Responsive Forms of Inclusive Pedagogy in Order to Preserve Linguistic Biodiversity.” Plurilingual Education Research, Teaching and Language Policies. Ed. Marianne Hepp, and Martina Nied Curcio. Rome, Italy: Istituto Italiano di Studi Germanici, 2018. 105-22.
Spinelli, Barbara.* “Costruire competenze plurilinguistiche attraverso il co-apprendimento e l’approccio riflessivo: uno studio pilota negli USA.” Intercompréhension en réseau: scénarios, médiations, évaluations, Travaux du CRTT. Lyon, FR: Université Lyon 2, 2015. 113-24.
* This course was taught as ITAL 101 (section 06 – CNR 41340) for the first time in Fall 2019, before being approved as a new corse included in the official Catalogue of courses starting in Spring 2020.
** For Barbara Spinelli’s articles, please contact the author via https://columbia.academia.edu/BSpinelli