During and after World War II, the Italian-American community saw a significant decrease in the transmission of language and culture to future generations. This assimilation process began earlier, when Italian migrants arrived in the first mass wave of immigration but became especially pronounced among second- and third-generation Italian-Americans. The 21st century has seen a revival of ethnic pride, particularly among Millennial and later generations who grew up with little to no exposure to the Italian language or culture. In the Italian-American community, Italy is still perceived as an impoverished, war-torn state, unchanged since the first generations in our families arrived, as a result of the assimilation process which has encouraged past generations to abandon so much of our heritage, leaving later generations with only the stories of immigrant ancestors. Without family ties and a common language, the Italian diaspora has no connection to modern Italy except as ordinary tourists insulated around hotels and popular attractions.

Image 1: Vintage photograph of a Neapolitan girl (Vanilla Cardamom, 2009)

Image 2: Modern Naples side-street (Airbnb, 2021)

Recent data has identified Italian as the fastest-dying language in the United States (Kopf, 2018). In 2017, out of the 17.06 million Americans who identify as being of Italian descent, the number of those who speak the language was only 554,000. This is a 38% decrease from 2001 when 893,000 Americans spoke Italian. This module addresses the needs and desires in the Italian-American community to 1) revive our common language; 2) promote its usage in homes and between people of Italian descent; 3) reconnect members of the diaspora to modern Italy and its culture.

Course Overview

In order to reach intermediate-level heritage learners of Italian descent, this program needs to step away from the current model of adult language learning – expensive classes, taught in the traditional method, in one central location. Chicagoland covers a large area, so working adults in distant suburbs may not have the time to travel into the city for weekly classes. This is especially true for courses offered by the Italian consulate in Chicago, which are intended for people across the Midwest and into several Mountain states. By offering the program online, distant heritage learners can finally be reached. The traditional teaching method requiring textbooks, materials, and class space typically results in tuition fees beyond the budget of many people. As an online program, utilizing free online services such as the suite of Google products, only the teacher’s salary needs to be taken into consideration (particularly among non-profit organizations). Not only is there no classroom to reserve or upkeep, but at the intermediate level, students grow in their comprehension not by continuing to study grammatical formulas and isolated vocabulary terms, but by exploring the language in the four key areas of reading, writing, speaking, and listening. Each unit of this program is designed to engage the learners through interesting topics as a means to improving and exercising their Italian skills. Furthermore, by exploring these topics at home, students are provided with a road map to continue learning about the language and culture beyond the conclusion of each unit and the course itself.

Krashen (1982): “The case against the grammatical syllabus is … very similar to [that] presented against giving the child finely-tuned input: (1) All students may not be at the same stage. The "structure of the day" may not be i + 1 for many of the students. With natural communicative input, on the other hand, some i + 1 or other will be provided for everyone. (2) With a grammatical syllabus, each structure is presented only once. If a student misses it, is absent, is not paying attention, or if there simply has not been enough practice (input), the student may have to wait until next year, when all structures are reviewed! On the other hand, roughly-tuned comprehensible input allows for natural review. (3) A grammatical syllabus assumes we know the order of acquisition. No such assumption is necessary when we rely on comprehensible input, on roughlytuned natural communication. 25 (4) Finally, a grammatical syllabus, and the resulting grammatical focus, places serious constraints on what can be discussed. Too often, it is difficult, if not impossible, to discuss or read anything of real interest if our underlying motive is to practice a particular structure. In other words, a grammatical focus will usually prevent real communication using the second language.”

Riasati, Allahyar, & Tan (2012): “The advent of technology and development in the field of education has accelerated a shift from teacher-centered to learner-centered approaches in language learning and teaching. To meet the needs of digitally grown-up learners, teachers need to adopt a different role. They need to be facilitators, rather than the traditional bench-bound instructors, and they need to support and guide students’ learning. Learning technologies support this important shift for the benefit of the learner.”

Gas & Varonis (1994): “What we claim is that interactional input provides a forum for learners to readily detect a discrepancy between their learner language and the target language and that the awareness of the mismatch serves the function of triggering a modification of existing second language knowledge, the results of which may show up at some later point in time. Destabilization, then, is crucial if learning is to progress to higher.”

Isiguzel (2014): “The blended learning environment enriched with face to face and online activities offers students a wide variety of discussion, exploring and cooperation opportunities in their learning experiences. As to provide these stated opportunities, the blended learning environment and its activities have to be designed in the eye of blended learning supplements and constraints, and the instructor and the learner have to carry through their tasks and responsibilities.”

Promoting the Italian language and encouraging pride in Italian heritage has been an interest of mine. Having grown up with grandparents who stressed assimilation, removed all connections to the motherland, and looked down on everything Italian, I was left in a unique position to teach myself the language, culture, and history – parting forgotten knowledge to family members along the way. I designed this course according to what would have helped me as a student of Italian, especially during the lengthy period of time when I explored any means to advance beyond the intermediate level. Utilizing my experience teaching English at the high school level, and the information I’ve gathered from peer-cited linguists and professional language teachers, I crafted this program to fill a language learning niche that is often overlooked in favor of easier and more popular basic-level courses.

Learning Outcomes

Per lo studente

Each module is taught once a week in the fall and spring sessions, and twice a week in the summer, with each module comprising two class days. Classes are approximately one hour in length (allowing extra time to complete student discussions) and take place on the weekends during the fall and spring sessions, and on weekday evenings in the summer.

Students provide their own materials for the necessary units. Otherwise, services such as those provided by Google can offer a digital space where students can exercise their knowledge of the topic. It’s through these services that the teacher will observe and grade student progress and comprehension in the four key areas mentioned in the previous section to the European Union's Common European Framework of Reference for Languages (CEFR) scale. The scale is included as a rubric for each unit, and is intended to serve as a meter in determining the proficiency of students in each of the four areas and in measuring their progress over the length of the course. Student prompts – in this module they are titled “Diccelo” (“Tell us about it”) – are to be done orally with enough time reserved for peer comments, and in writing through online forum posts, utilizing free messaging services like Whatsapp, after class to retain new vocabulary, practice writing skills, and to serve as a “transcript” for classmates (although corrections and alterations are allowed).

The untraditional structure of this course provides for an atmosphere where students who are having an easier time understanding the material can assist the teacher with helping students who may struggle (in Italian, as much as possible). This not only ensures that all students advance their comprehension of the language, but provides more proficient students with the opportunity to practice their Italian in a different fashion than usual, as they will likely be using different vocabulary and syntax in teacher-assistant roles.

Required materials:

A reliable internet connection
A Google account (unless another platform is determined in advance by the instructor)
A Whatsapp account (unless another platform is determined in advance by the instructor)
Pen/pencil and paper (hand-written notes are retained better than those typed on an electronic device)
Ingredients to purchase in our close-out meal (look ahead to the last class)

For the teacher

This heritage language program is aimed at adults of all ages who have received little or no formal instruction in standard Italian, but already have the basics required for conversing and studying at the intermediate level.

The program has five main objectives:

Preserve Italian as part of a cultural identity
Connect Italian-Americans to 21st century Italy
Develop oral and written skills in informal and professional contexts
Increase academic and vernacular vocabulary
Develop a command of Italian grammar

This program is organized into six modules. In each module, participants practice their oral and written production skills through the analysis and discussion of texts of different genres (informational, scientific, literary, etc.) which, in turn, contribute to the development of vocabulary and grammar. To achieve this aim, classes are conducted entirely in Italian, at a level appropriate for the learners, with English ideally used sparingly when it’s necessary to ensure comprehension.

The program invites participants to reflect on the role of the language we speak and the contexts in which we use it (personal, social, and professional), and to that end, occasionally examining the presence and influence of other Italian languages, including Latin, Neapolitan, and Sicilian.

Pre-assessment Survey

Complete this Google Forms survey to provide pre-course data to help determine your growth in the language and the effectiveness of the course:

https://docs.google.com/forms/d/e/1FAIpQLScabbaPqjo3DRtWJn_igFixO8rgI0mvmLHE726Nmn_6cL5G5w/viewform?usp=sf_link

Peer-reviewed Project

Per lo studente

Following each class, students will submit both a self-review and a peer review according to CEFR standards, using the evaluation checklist provided in each module.

Reviews will be based on in-class participation and postings on the class’ online fora. In addition to the forum for Diccelo transcriptions, the class will have a second forum for free exchanges in Italian via text and audio messaging. Students are encouraged to contribute as much as possible for more accurate peer feedback.

Click on the link ("Completa le evaluazioni qui") at the end of each lesson in the module for the CEFR assessment rubric.

For the teacher

In order to ensure students are evaluated by a proper cross-section of their peers, the teacher will assign a new reviewer every week for each student. Between the three reviews – self, peer, and instructor – the students will be provided with enough data to determine their strengths and weaknesses, and how they can maintain progress going forward.

Based on the results of the study conducted by Cinganotto (2019), this activity not only provides an entertaining venue for peer engagement, but develops the necessary skills for modern communication.

“It is interesting to highlight how the project helped promote in the students not only the development of digital and linguistic skills, but also creativity, cooperation, problem solving abilities, the so-called 21st skills or soft skills. Online interaction becomes a way to help our students become European and global citizens, developing the global and transversal competences needed to face the challenges of the knowledge society.”

Politico & Governo || Politics & Government

Per lo studente

Giorno/Day 1: Studia la structura del governo italiano || Study the structure of the Italian government:

Structura del governo nazionale (includendo la circoscrizione estero) || Structure of the national government (including the overseas constituency)
Structura dei governi regionali e locali || Structure of the regional and local governments
Caratteristiche delle regioni italiane || Characteristics of the regions of Italy

Video 1: The Italian political system (LearnAmo, 2020)

Media embedded October 1, 2021

Image 3: Overseas constituency circa 2017 (Circoscrizione Estero, 2021)

Diccelo: Da dove viene la tua famiglia? Sii tanto specifico come possibile. Ci sono caratteristiche regionale che notavi (cibo, dialetto, feste, ett.)? || Where is your family from? Are there regional characteristics that you have noted (food, dialect, festivals, etc.)?

Completa le evaluazioni qui

Giorno/Day 2: Analizzare la politica italiana || Analyze Italian politics

Età del Regno || Kingdom Era
La Prima Repubblica || The First Republic
Tangentopoli e la Seconda Repubblica || Tangentopoli and the Second Republic
Lo stato della politica italiana oggi || The state of Italian politics today

Diccelo: Come vedi il ruolo mondiale del governo italiano oggi? Secondo ciò che hai imparato, cosa pensi sarà la prossima tendenza politica? || How do you see the global role of the Italian government today? Based on what you have learned, what do you think will be the next trend in Italian politics?

Completa le evaluazioni qui

For the teacher

Italian identity is often rooted in regionalism (campanellismo). The first step in discovering our heritage and language is examining where our families come from and exploring the similarities and differences with our peers to better understand the larger Italian identity.

Learning about politics and following political dialogue, re-exposes learners to formal speech, including the distinction between the formal and informal “you.”

Independent study suggestions: Italian news available on YouTube, online radio, and Italian streaming services; Italian parliamentary debates available on the Senate and Chamber YouTube channels and through the radio station Rai GR Parlamento.

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Day 1: Provide an overview of how the Italian government is structured – including the branches of government, parliamentary constituencies, and the role of different offices. Discuss the powers of the regional governments and how they are divided, including an explanation of the difference between a province and a metropolitan city. Briefly summarize the characteristics and history of Italy’s 20 regions and the two microstates located within the peninsula.

Day 2: Discuss the political development of Italy, from the Risorgimento to today. Objectively review the current major parties and their roles in the national government, including major political figures. Students will then watch segments from a recent presidential address to each chamber of parliament.

TV & Film

Per lo studente

Giorno/Day 3: Studia il teatro italiano || Study Italian theater

Teatro romano, Opera, e Commedia dell’arte || Roman theater, opera, and Commedia dell'arte
Fellini e Sergio Leone || Fellini and Sergio Leone

Image 5: A scene from Commedia dell'arte (Commedia dell'Arte, 2021)

Diccelo: Descriva una pellicola oppure un programma del TV che hai visto, da qualsiasi paese, dove segue principalmente i modelli di personaggi di serie della commedia dell’arte. || Describe a movie or TV show that you've seen, from any country, which primarily follows the Commedia dell'arte stock-character model.

Completa le evaluazioni qui

Giorno/Day 4: TV e film italiano oggi || Italian TV and movies today

Il Biennale
Premio David di Donatello

Image 6: David di Donatello award (David di Donatello, 2021)

Diccelo: Analizza una pellicola o serie TV (la serie intera non è necessaria, un episodio va bene) in italiano. Esiste ancora l’influenza della commedia dell’arte? Che stili da fare film ti colpisce di spiccatamente italiano? || Analyze a movie or TV series (the entire series isn't necessary, one episode is fine) in Italian. Does the commedia dell'arte influence still exist?

Completa le evaluazioni qui

For the teacher

Television shows and movies provide students with significant time to exercise their listening capabilities in an entertaining format. The historical overview develops an appreciation for the medium from a cultural point of view and introduces its modern form. By discussing and analyzing movies and TV shows from Italy, students can feel comfortable exploring the vast library of entertaining content from Italy, and not be discouraged from a “foreign” list of titles, directors, and actors.

Students are exposed to more varieties of the language as they hear Italians from different regions speak, and develop a better understanding of how the language is spoken in more realistic situations than what is often found in textbooks.

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Day 3: Discuss the role of the theater in Italian history. Emphasize the effect of the commedia dell’arte on all forms of European-based theater since the Renaissance through identifiable stock characters. Compare that to famous Italian directors, such as Fellini and Leone, and how they’ve impacted Italian media today.

Day 4: Describe contemporary Italian television and film. Highlight noteworthy titles from the Venetian Biennale and David di Donatello Awards. As a suggestion for independent study, select popular Italian titles available via streaming in the US.

Musica/Music

Per lo studente

Giorno/Day 5: Musica italiana tradizionale || Traditional Italian music

Opera e musica orchestrale || Opera and orchestral music
Canzoni di folk || Folk songs
Gli strumenti tradizionali || Traditional instruments

Media embedded October 1, 2021

Video 2: Tarantella Napoletana (Giordano102, 2008)

Video 3: Bella Ciao (Robisc01, 2020)

Video 4: O Sole Mio (Placido Domingo, 2009)

Video 5: Libiamo ne'Lieti Calici (Boccellina, 2011)

Diccelo: Che familiarità hai con queste canzoni e pezzi musicali? Discuti come la tua famiglia le ha conservate, se questo è il caso. || How familiar are you with these songs and musical pieces? Discuss how your family has preserved them, if applicable.

Completa le evaluazioni qui

Giorno/Day 6: Musica italiana di oggi || Italian music today

Artisti popolari || Popular artists
Festival di Sanremo || Sanremo Music Festival

Media embedded October 1, 2021

Video 6: Zitti e Buoni (Maneskin Official, 2021)

Video 7: Felicità (Years Later, 2018)

Video 8: Così Celeste (Zucchero, 2019)

Video 9: Fai Rumore (Diodato, 2020)

Video 10: La Solitudine (Warner Music Italy, 2011)

Diccelo: Ascolta a due canzoni dai generi diversi. Che caratteristiche hanno in commune con la cultura italiana? || Listen to two songs from different genres. What characteristics do they have in common with Italian culture?

Completa le evaluazioni qui

For the teacher

Much like television and film in the previous unit, music is an entertaining medium for language learning. The advantage of music, however, is that it its brevity allows listeners to listen repeatedly, and the rhyme scheme of the lyrics allow for easier comprehension.

The same benefits exist with music, plus students are exposed to more informal expressions and to the cadence of the language. Due to the twinning component (or doubling of consonants) in Italian, understanding cadence not only teaches students the rhythmic nature of the nature, but also how to distinguish words (i.e. differentiating between ano vs anno).

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Day 5: Discuss the historical role of music in Italy. Emphasize the effect of opera and Italian instruments on all forms of European-based music over the last millennium. Play and discuss popular folk songs and folk music.

Day 6: Describe contemporary Italian music. Highlight noteworthy artists and songs from the Sanremo Music Festival. Provide a small compilation of hit songs, including Maneskin’s 2021 Sanremo and Eurovision winner, Zitti e Buoni.

Letteratura/Literature

Per lo studente

Giorno/Day 7: Gli scrittori del Rinascimento || Renaissance writers

Dante, Petrarca, e Boccaccio || Dante, Petrarca, and Boccaccio
Pentamerone e Le Piacevoli Notti || Pentamerone and Le Piacevoli Notti

Media embedded October 1, 2021

Video 11: Dante, Father of Italian (Podcast Italiano, 2021)

Diccelo: Perché era riuscita questa prova ad una lingua italiana standard, sopratutto quando si compara alla popolarità della Scuola siciliana tra gli italiani educati? || Why was this attempt at a standard Italian language successful, especially when you compare the popularity of the Sicilian school among educated Italians?

Completa le evaluazioni qui

Giorno/Day 8: Letteratura moderna || Modern literature

I Promessi Sposi
Pinocchio
Italo Calvino, Gabriele D’Annunzio, e Umberto Eco || Italo Calvino, Gabriele D'Annunzio, and Umberto Eco
Premio di Strega

Image 7: The original Pinocchio (Pinocchio, 2021)

Image 8: Logo of the Premio Strega (Premio Strega, n.d.)

Diccelo: Tanti considerano Dante ad essere il padre della lingua italiana. Secondo ciò che leggevi da La Divina Commedia e un’opera moderna oggi, come si evolveva l’italiano del suo giorno? || Many consider Dante to be the Father of the Italian language. Based on what you've read in La Divina Commedia and a modern work today, how has Italian evolved from his day?

Completa le evaluazioni qui

For the teacher

Reading has been noted as the best way to advance in a language, and it gives learners an insight into the culture of the authors. As students read select excerpts, they are able to ruminate over the syntax of the language and how the structure was chosen by the author to best convey their message.

Independent study suggestions: Provide a reading list based on Strega Prize winners and runners-up.

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Day 7: Discuss how Dante, Petrarca, and Boccaccio crafted Standard Italian from the Florentine dialect of Tuscan. La Divina Commedia is one of the greatest works of literature and is required learning for Italian students today. Provide excerpts for students to read which suit their level. Petrarca is credited as inventing the sonnet. Discuss the similarity between his featured love interest, Laura, in Canzoniere and Dante’s Beatrice in La Divina Commedia. Read famous folktales from Pentamerone and Le Piacevoli Notti and instruct students to note the usage of the language for the next class.

Day 8: Review I Promessi Sposi as the first modern work of Italian literature. Compare Pinocchio as the first true children’s story, to the folktales from the previous class which are only now geared towards children. Highlight important 20th century writers and current authors whose works have won the Strega Prize for best literature in Italian.

Feste & Vacanze || Festivals & Holidays

Per lo studente

Giorno/Day 9: Ferragosto

Impara sulle antiche origini romane di questa festa, come la sua significanza si era cambiata dalla Chiesa, e come gli italiani lo festeggiano ad oggi. || Learn about the ancient Roman origins of this holiday, how it was changed by the Church, and how Italians celebrate it today.

Media embedded October 1, 2021

Video 12: Ferragosto (Impara l'Italiano conItaliano Automatico, 2016)

Nella tradizione di Ferragosto il resto dell’orario di lezione è un tempo libero per fare quattro chiacchiere in italiano. || In the tradition of Ferragosto the rest of the classtime is free time to chat in Italiano.

Completa le evaluazioni qui

Giorno/Day 10: Epifania/Epiphany

Impara sulla tradizione de La Befana e come questa vacanza completa la celebrazione di un mese della Natività. Scriva e da’ una parodia sulla legenda de La Befana. || Learn about the tradition of La Befana and how this holiday completes a month of celebrating the Nativity.

Media embedded October 1, 2021

Video 13: Epiphany (Learn Italian with Lucrezia, 2021)

Diccelo: La tua famiglia celebra questa vacanza? Sceglieresti l’Epifania come la vacanza primaria della stagione invece di Natale? || Does your family celebrate this holiday? Would you choose Epiphany as the most important holiday of the Christmas season?

Completa le evaluazioni qui

For the teacher

This exercise provides a fun and relatable cultural experience through which students can improve their conversation skills in Italian.

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Days 9 and 10: Guide students as they explore these popular Italian holidays. Discuss the traditions in the holiday festivities. Host online celebrations of the holidays (open to students’ families).

Cibo/Food

Per lo studente

Giorno/Day 11: Tradizioni culinarie in Italia || Culinary traditions in Italy

Impara sulle abiti italiani quando si sedono per un pasto || Learn about Italian habits when they sit down to a meal
Capisci le distinzioni che gli italiani fanno tra i diversi tipi di caffè, pasta, formaggio, e vino || Understand the distinctions Italians make between different types of coffee, pasta, cheese, and wine
Scopri un po’ della diversità culinaria del paese, da manzo toscano a frutti di mare napoletani. || Discover a little about the culinary diversity of the country, from Tuscan beef to Neapolian seafood.

Video 14: Typical Italian dishes (LearnAmo, 2018)

Media embedded October 1, 2021

Video 15: Italian coffee (LearnAmo, 2019)

Diccelo: Quali tradizioni culinarie rimangono nella tua famiglia? || Which culinary traditions remain in your family?

Completa le evaluazioni qui

Giorno/Day 12: Carbonara e spritz || Carbonara and spritz

Video 16: How to prepare carbonara (Learn Italian with Lucrezia, 2020)

Media embedded September 30, 2021

Media embedded October 1, 2021

Video 17: How to make an aperitvo (Learn Italian with Lucrezia, 2020)

Guarda le video attaccate e prepara il pasto insieme || Watch the attached videos and prepare the meal together
Ingredienti di carbonara || Carbonara ingredients:

2 uova intere ed 1 tuorlo, 70 gr di pecorino romano, 30 gr di parmigiano reggiano, Guanciale o bacon, 1 pizzico di sale, ed 1 spolverata di pepe
2 whole eggs and 1 separated egg, 70g of Pecorino cheese, 30g of Parmesan cheese, Pork cheek or bacon, 1 pinch of salt, and 1 dash of black pepper

Ingredienti di spritz || Spritz ingredients:

Bitter, ghiaccio, vino spumante o vino bianco, ed acqua frizzante
Bitters, ice, sparkling wine or whie wine, and carbonated water

Durante il tuo pasto e bevande abbiate la vostra conversazione finale come una classe! || During your meal and drinks have your final conversation as a class!

Completa le evaluazioni qui

For the teacher

Learning a language through food can be not only fun but instantly rewarding. Food is a key element in Italian culture and an excellent way to advance your vocabulary, as there are always visual aids to accompany the instructions. With the tools and experience provided via this lesson and the course in general, encourage students to practice their Italian in public venues such as a local Italian restaurant where the staff speak the language.

Image 4: CEFR Assessment Rubric (PDFprof.com, n.d.)

Day 11: Take students on a tour of the typical Italian meals of the day. Provide an overview of the variations of popular Italian products. Discuss how culinary traditions differ within the country.

Day 12: Students will watch the provided videos to prepare a small dinner for themselves. Give assistance where necessary. The remainder of the class is open for casual conversations in Italian. Salute!

References

Airbnb. (2021). Naples' heart with a real Neapolitan. https://www.airbnb.com/experiences/1564351

Bocellina [Screen name]. (2011, January 25). Andrea Bocelli & Angela Gheorghiu - Libiamo ne'lieti calici [Video file]. https://www.youtube.com/watch?v=G3YuDSl9lik

Cinganotto, L. (2019). Online interaction in teaching and learning a foreign language: An italian pilot project on the companion volume to the CEFR. Journal of e-Learning and Knowledge Society, 15(1). 135-151.

Commedia dell'arte. (2021, May 26). In Wikipedia. https://it.wikipedia.org/wiki/Commedia_dell%27arte

Circoscrizione estero. (2021, April 16). In Wikipedia. https://it.wikipedia.org/wiki/Circoscrizione_Estero

David di Donatello (premio). (2021, June 10). In Wikipedia. https://it.wikipedia.org/wiki/David_di_Donatello_(premio)

Diodato [Screen name]. (2020, February 4). Diodato - Fai rumore (Video Ufficiale) [Sanremo 2020] [Video file]. https://www.youtube.com/watch?v=tPv9ZPXmFWU

Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16(3), 283–302. http://www.jstor.org/stable/44487745

Giordano102 [Screen name]. (2008, June 29). Tarantella napoletana [Video file]. https://www.youtube.com/watch?v=U-xsosv6uM0

Impara l'italiano con Italiano Automatico [Screen name]. (2016, August 15). S1: #Learnitalianshow ep. 110 - Cos'è ferragosto?? #cultura [Video file]. https://www.youtube.com/watch?v=Pzw92m7vcEI

Isiguzek, B. (2014). The blended learning environment on the foreign language learning process: A balance for motivation and achievement. Turkish Online Journal of Distance Education, 15(3), 108-121.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition (pp. 25-26). Pergamon Press, Inc.

Kopf, D. (2018, November 30). Italian is the fastest dying language in the US. Quartz. https://qz.com/1476819/italian-is-the-fastest-dying-language-in-the-us/

LearnAmo [Screen name]. (2018, May 16). Cibo italiano: Migliori piatti di ogni regione! Italian food comida italiana nourriture italien [Video file]. https://www.youtube.com/watch?v=SrImmYkS1xM

LearnAmo [Screen name]. (2019, July 21). Storia del caffè in Italia + Come preparare caffè all’italiana (espresso, cappuccino, ghiaccio) [Video file]. https://www.youtube.com/watch?v=Q6cnwZy8Jvc

LearnAmo [Screen name]. (2020, November 12). Sistema politico italiano (costituzione): Struttura e divisione dei poteri dello stato italiano [Video file]. https://www.youtube.com/watch?v=RG5TsXbkvnk

Learn Itaian with Lucrezia [Stage name]. (2020, April 2). Vlog in Italian 112: Oggi faccio la carbonara (subtitled) [Video file]. https://www.youtube.com/watch?v=ojmjDZ2IGw4

Learn Italian with Lucrezia [Stage name]. (2020, June 17). How I make my fave Italian aperitivo drinks at home (ita audio + subs) [Video file]. https://www.youtube.com/watch?v=EDF-xLgis-U

Learn Italian with Lucrezia [Stage name]. (2021, January 6). How Italians celebrate Jan. 6th, il giorno dell'Epifania (la Befana) (subs) [Video file]. https://www.youtube.com/watch?v=xpW0Y6Zhj_o

Maneskin Official [Stage name]. (2021, March 2). Måneskin - Zitti e buoni (Official Video – Sanremo & Eurovision 2021 winners) [Video file]. https://www.youtube.com/watch?v=QN1odfjtMoo

PDFprof.com. (n.d.). Télécharger CEFR levels checklist gratuit: Introductory guide to the common European [PDF]. Retrieved September 30, 2021 from https://pdfprof.com/PDF_Doc_Telecharger_Gratuits.php?q=-28PDF66513-cefr+levels+checklist

Pinocchio. (2021, August 24). In Wikipedia. https://it.wikipedia.org/wiki/Pinocchio

Placido Domingo [Screen name]. (2009, December 2). O sole mio [Video file]. https://www.youtube.com/watch?v=U8TUvcjSNXo

Podcast Italiiano [Screen name]. (2021, January 18). Perché Dante è il padre dell'italiano? [Video file]. https://www.youtube.com/watch?v=uotspWVrGVs

Premio Strega. (n.d.). Premio strega 2021. https://premiostrega.it/PS/

Riasati, M.J., Allahyar, N., & Tan, K. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.

Robisc01 [Screen name]. (2020, February 12). Tosca - Bella ciao [Video file]. https://www.youtube.com/watch?v=dS4DwXtASJQ

Schneider, G., & North, B. (2000). Fremdsprachen können – Was heisst das? Rüegger.

Vanilla Cardamom. (2009, July 16). Inspired: Vintage postcards. http://vanillacardamom.blogspot.com/2009/07/inspired-vintage-postcards.html

Warner Music Italy [Screen name]. (2011, March 28). Laura Pausini - La solitudine (Official Video) [Video file]. https://www.youtube.com/watch?v=FpOEN93LX-E

Years Later [Screen name]. (2018, January 13). Al Bano Carrisi & Romina Power - Felicita (Schlagerchampions 13-1-2018) [Video File]. https://www.youtube.com/watch?v=4_YLA8rESJc

Zucchero [Screen name]. (2019, January 9). Cosi' celeste [Video file]. https://www.youtube.com/watch?v=aMhxZAaGIS0

Exploring Modern Italy for Heritage Learners of Italian

Learning Module

Abstract

Keywords

Course Overview

Learning Outcomes

Per lo studente

For the teacher

Pre-assessment Survey

Peer-reviewed Project

Per lo studente

For the teacher

Politico & Governo || Politics & Government

Per lo studente

For the teacher

TV & Film

Per lo studente

For the teacher

Musica/Music

Per lo studente

For the teacher

Letteratura/Literature

Per lo studente

For the teacher

Feste & Vacanze || Festivals & Holidays

Per lo studente

For the teacher

Cibo/Food

Per lo studente

For the teacher

References