Characteristics of Foreign Language Education in Italy and Implications: From the Perspective of National Foreign Language Capacity

Authors

  • Dong Dan Beijing Foreign Studies University
  • Tan Yuwei Beijing Foreign Studies University

DOI:

https://doi.org/10.12797/Politeja.18.2021.73.09

Keywords:

national foreign language capacity, foreign language education, acquisition planning, education in Italy, language policy and planning

Abstract

This article reviews foreign language education in Italy using a national language competence-oriented evaluation approach. Foreign language education is at the heart of the acquisition component of language planning, and assessing foreign language education from the perspective of the purpose of language policy, i.e. the promotion of national language competence, which refers to the sum total of the government’s ability to deal with all language-related issues of strategic interests and allows for a more direct application of language planning theory. Based on the theoretical framework of National Foreign Language Capacity and acquisition planning, this study presents a detailed analysis of the characteristics and problems of Italian foreign language education policy, taking into account its ‘rationality,’ ‘coverage,’ and ‘influence,’ which are three interrelated indicators that allow for a comprehensive and specific assessment of national foreign language competence. By revealing the inadequacies of Italy’s national language proficiency system, the author intends to provide an insight into the gap between the effectiveness of policy formulation and implementation in foreign language education in Italy and to suggest some widespread problems in foreign language education that are similar to those in China.

Downloads

Download data is not yet available.

Author Biographies

Dong Dan, Beijing Foreign Studies University

Lecturer and a Ph.D. candidate at School of European Languages and Cultures, Beijing Foreign Studies University. Her research interests include the Italian language and literature, and bilingual lexicography.

Tan Yuwei, Beijing Foreign Studies University

Graduate student of the Italian language and literature at Beijing Foreign Studies University.

References

Anno 2015: l’Uso della Lingua Italiana, dei Dialetti e delle Lingue Straniere, 2017, ISTAT: statistiche report.

Brecht R.D., Walton A.R., National Strategic Planning in the Less Commonly Taught Languages, Maryland 1993.

British Council, 2013-2017. Languages for the Future.

Cifre chiave dell’insegnamento delle lingue a scuola in Europa, Edizione 2017, Rapporto Eurydice, Lussemburgo 2017.

Coonan C.M., “CLIL in Language Teacher Training”, Studi di Glottodidattica, vol. 2 (2011).

Comunicazione della commissione al consiglio, al parlamento europeo, al comitato economico e sociale e al comitato delle regioni, Commissione delle comunità europee, Bruxelles 2004.

Cooper R.L., Language Planning and Social Change, New York 1989, https://doi.org/10.1017/CBO9780511620812.

Coyle D., Hood P., Marsh D., CLIL: Content and Language Integrated Learning, New York 2010, https://doi.org/10.1017/9781009024549.

Daloiso M., Balboni P.E., La Formazione Linguistica nell’Università, Venezia 2012.

Dell’Aquila V., Iannàccaro G., La Pianificazione Linguistica: Lingue, Società e Istituzioni, Roma 2004.

Di Martino E., Di Sabato B., “CLIL implementation in Italian schools: Can long-serving teachers be retrained effectively?” Latin American Journal of Content and Language Integrated Learning, vol. 5, no. 2 (2012), https://doi.org/10.5294/laclil.2012.5.2.9.

Faez F., “English Education in Italy: Perceptions of Teachers and Professors of English”, Education Canadienne et Internationale, vol. 40, no. 3 (2011), https://doi.org/10.5206/cie-eci.v40i3.9187.

Hornberger N.H., Frameworks and Models in Language Policy and Planning Research, in T. Ricento (ed.), An Introduction to Language Policy: Theory and Method, Oxford 2006.

Jahr E.H., Language Conflict and Language Planning, Berlin 1993, https://doi.org/10.1515/9783110886580.

Karam F.X., Toward a definition of language planning, in J.A. Fishman (ed.), Advances in Language Planning, The Hague 1974, https://doi.org/10.1515/9783111583600.103.

Lambert R., “Problems and Processes in U.S. foreign language planning”, The Annals of the Political and Social Science, vol. 532 (1994), https://doi.org/10.1177/0002716294532001004.

Pizzoli L., La Politica Linguistica in Italia: dall’Unificazione Nazionale al Dibattito sull’Internazionalizzazione, Roma 2018.

Progetto Lingue Lombardia, Le esperienze di CLIL negli istituti scolastici della Lombardia 2001-2006: Rapporto di monitoraggio. Ministero della Pubblica Istruzione: Ufficio Scolastico per la Lombardia: ALI-CLIL, 2007.

Wen Q., Developing a Theoretical Framework of National Language Capacity, Beijing 2019.

Downloads

Published

2021-11-29

How to Cite

Dan, Dong, and Tan Yuwei. 2021. “Characteristics of Foreign Language Education in Italy and Implications: From the Perspective of National Foreign Language Capacity”. Politeja 18 (4(73):171-88. https://doi.org/10.12797/Politeja.18.2021.73.09.