Recent decades have witnessed a rapid transformation of the linguistic profile of Italy’s school-going population. In the new plurilingual and pluricultural setting, teachers need specific resources for teaching Italian language and new strategies to meet pupils’ learning needs. This study offers a review of Italian grammars for foreigners published in Italy from 2010 to 2019, with the aim of evaluating, first of all, the type of resource they can provide for teaching Italian grammar to groups made up of foreign born and Italian mother tongue pupils and, secondly, with the aim of verifying the progress made with respect to what was observed by Troncarelli (2011) in relation to the editorial production in the early 2000s. To this end, we analyse the language teaching methods applied and the theories and linguistic models that underpin the volumes. The paper concludes by showing some consequences of the current idea that pedagogical grammars should be eclectic and utilise insights from different types of grammatical description and by demonstrating some benefits brought by the application of a coherent theoretical framework.

L’insegnamento della grammatica nella classe multilingue e le grammatiche di consultazione per l’italiano L2

B. Samu
2021

Abstract

Recent decades have witnessed a rapid transformation of the linguistic profile of Italy’s school-going population. In the new plurilingual and pluricultural setting, teachers need specific resources for teaching Italian language and new strategies to meet pupils’ learning needs. This study offers a review of Italian grammars for foreigners published in Italy from 2010 to 2019, with the aim of evaluating, first of all, the type of resource they can provide for teaching Italian grammar to groups made up of foreign born and Italian mother tongue pupils and, secondly, with the aim of verifying the progress made with respect to what was observed by Troncarelli (2011) in relation to the editorial production in the early 2000s. To this end, we analyse the language teaching methods applied and the theories and linguistic models that underpin the volumes. The paper concludes by showing some consequences of the current idea that pedagogical grammars should be eclectic and utilise insights from different types of grammatical description and by demonstrating some benefits brought by the application of a coherent theoretical framework.
Italian grammars for foreigners, Grammar teaching, Pedagogical Grammar, Italian L2 in primary and secondary school
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12071/28625
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