This paper examines a case study conducted by the author as a classroom tutor for Chinese students participating in the Marco Polo and Turandot Programs, who wish to enrol in Italian Universities or Alta Formazione Artistica, Musicale e Coreutica (AFAM) Institutions in Italy. The study was carried out during the final three months of the 2023-2024 academic year at the Ca' Foscari Challenge School, managed by the Fondazione Università Ca' Foscari, with the support of two Italian language teachers. The study primarily focused on the creation, development, and delivery of Teaching Units, following the four stages of learning (Motivation, Global Comprehension, Analysis, Reflection). In designing these units, the students' prior knowledge and specific needs were taken into account. Additionally, authentic materials and Italian L2 language textbooks were used to teach sectoral vocabulary/micro-languages of Italian art and culture, with the aim of providing students useful information about the Italian university system, history and culture. After each lesson, a feedback questionnaire was submitted to the students in two classes. The questionnaire, written in Italian and translated into Chinese by a native speaker, aimed to gather insights into the students’ classroom engagement, the usefulness of the lessons, the information they had acquired for their academic and professional lives, and suggestions for making the lessons more effective and engaging. The students were also asked to point out topics they would like to explore in future lessons. By using a mixed-methods approach that combined observational studies focused on motivation in the classroom and submitting a questionnaire, it was possible to see that they were involved in the lessons, enjoyed the topics of the Teaching Units and found the lessons useful for their academic and professional lives.
Con questo elaborato si è cercato di descrivere un caso di studio condotto dall’autrice come tutor d’aula per studenti cinesi dei Programmi governativi Marco Polo e Turandot, che desiderano iscriversi a Università e Istituzioni dell'Alta Formazione Artistica, Musicale e Coreutica (AFAM) in Italia. Lo studio è stato svolto negli ultimi tre mesi dell’anno accademico 2023-2024 presso la Challenge School della Fondazione Università Ca’ Foscari, con il supporto delle due docenti di italiano L2. Si è concentrato principalmente sulla creazione, sviluppo e proposta di unità didattiche, seguendo le quattro fasi dell'apprendimento (Motivazione, Globalità, Analisi e Sintesi). Nella progettazione di tali unità, sono stati considerati i saperi già acquisiti dagli studenti in aula, nonché le loro esigenze specifiche. Inoltre, sono stati utilizzati materiali autentici e manuali di lingua italiana L2, mirati all’apprendimento del lessico settoriale/di microlingua/della microlingua dell’arte e della cultura italiana, con l’obiettivo di fornire agli studenti cinesi conoscenze utili riguardo il sistema universitario italiano, la storia e la cultura del Paese. Al termine di ogni lezione, è stato somministrato agli studenti delle due classi un questionario di gradimento, redatto in italiano e tradotto in cinese da un madrelingua. Il questionario ha avuto lo scopo di raccogliere informazioni sulla partecipazione degli studenti in aula, sull'utilità delle lezioni proposte, sull’acquisizione di informazioni utili per la loro vita universitaria e lavorativa, e su eventuali suggerimenti per rendere le lezioni più efficaci e interessanti. Inoltre, sono stati suggeriti i temi che gli studenti avrebbero voluto approfondire nelle successive lezioni. Usando le metodologie miste di studio osservazionale con focus sulla motivazione degli studenti in aula seguito dalla somministrazione del questionario, si è potuto vedere che in generale si sentivano partecipi, hanno gradito i temi delle unità didattiche e hanno trovato le lezioni proposte utili per la loro vita universitaria e lavorativa.
Teaching Units for Monolingual Italian Language Classes: A Case Study of Chinese Students in the Marco Polo Program and Turandot
MORETTA, ARIANNA
2023/2024
Abstract
This paper examines a case study conducted by the author as a classroom tutor for Chinese students participating in the Marco Polo and Turandot Programs, who wish to enrol in Italian Universities or Alta Formazione Artistica, Musicale e Coreutica (AFAM) Institutions in Italy. The study was carried out during the final three months of the 2023-2024 academic year at the Ca' Foscari Challenge School, managed by the Fondazione Università Ca' Foscari, with the support of two Italian language teachers. The study primarily focused on the creation, development, and delivery of Teaching Units, following the four stages of learning (Motivation, Global Comprehension, Analysis, Reflection). In designing these units, the students' prior knowledge and specific needs were taken into account. Additionally, authentic materials and Italian L2 language textbooks were used to teach sectoral vocabulary/micro-languages of Italian art and culture, with the aim of providing students useful information about the Italian university system, history and culture. After each lesson, a feedback questionnaire was submitted to the students in two classes. The questionnaire, written in Italian and translated into Chinese by a native speaker, aimed to gather insights into the students’ classroom engagement, the usefulness of the lessons, the information they had acquired for their academic and professional lives, and suggestions for making the lessons more effective and engaging. The students were also asked to point out topics they would like to explore in future lessons. By using a mixed-methods approach that combined observational studies focused on motivation in the classroom and submitting a questionnaire, it was possible to see that they were involved in the lessons, enjoyed the topics of the Teaching Units and found the lessons useful for their academic and professional lives.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14247/24683