Have you already chosen the student’s profile for the DITALS I exam?

As you know, the bibliography of the DITALS I exam includes specific manuals for each profile in order to help you deepen your knowledge of their features.

If you want to learn more about the basic bibliography common to all the profiles you can read this useful article.

Now let’s focus on the specific books for all the student’s profiles!

TEACHING ITALIAN TO CHILDREN

  • Fabbro F., Neuropedagogia delle lingue. Come insegnare le lingue ai bambini. We all know that children can learn languages very easily: this book explains some basic rules to make it happen and the mechanism behind language acquisition at an early age.

TEACHING ITALIAN TO ADOLESCENTS

  • La Prova A., Apprendimento cooperativo e differenze individuali. Referred to the Italian secondary school context, the book explores the enhancement of individual competencies in a class and talks about the cooperative learning as a possible method.

TEACHING ITALIAN TO ADULT AND ELDERLY

  • Begotti P., Adulti in classe. Insegnare lingue Ls e L2 agli adulti stranieri. An important text to better understand all the different aspects involved in adult learning.

TEACHING ITALIAN TO MIGRANTS

  • Minuz F., Italiano L2 e alfabetizzazione in età adulta. This book focuses on teaching Italian to illiterate or slightly literate migrants.

TEACHING ITALIAN TO STUDENTS OF ITALIAN ORIGIN

  • Vedovelli M. (cur.), Storia linguistica dell’emigrazione italiana nel mondo. The Italian language in the communities of Italian migrants: this manual clarifies how the language has changed outside Italy in order to support the language learning of those who want to study Italian.

TEACHING ITALIAN TO UNIVERSITY STUDENTS

  • Fragai E., Fratter I., Jafrancesco E., Italiano L2 all’università. Profili, bisogni e competenze degli studenti stranieri. Starting from the needs analysis of foreigner students, the book describes their sociocultural features focusing on their motivation, competences and objectives.

TEACHING ITALIAN TO USA UNIVERSITY STUDENTS

  • Dall’Olio S., Monami E., “Come insegnare italiano a studenti USA? Un’introduzione in P. Diadori (cur.) La DITALS Risponde 9. A very specific essay about American students who approach the Italian language at university.

TEACHING ITALIAN TO CATHOLIC CLERGY

  • Diadori P., Insegnare italiano L2 a religiosi cattolici. L’italiano lingua veicolare nella Chiesa e la formazione linguistica del clero. An important manual to support those who teach this profile considering the specific needs of this type of students, the variety of contexts where they study Italian and their different background.

TEACHING ITALIAN TO CATERING AND TOURISM OPERATORS

  • Diadori P., “Insegnare italiano L2 a operatori turistico-alberghieri, in P. Diadori (cur.), Insegnare italiano a stranieri. An essential essay to understand the needs and the differences between operators who work in different context.

TEACHING ITALIAN TO OPERA SINGERS

  • Rossi F., L’opera italiana: lingua e linguaggio.

TEACHING ITALIAN TO ARABIC NATIVE SPEAKERS

The section guides students through the Italian language learning for Arabic natives, the comparative analysis Arabic-Italian and the fundamentals of the Arabic culture.

  • Della Puppa F., Lo studente di origine araba.
  • Vedovelli M., Massara S., Giacalone Ramat A., Lingue e culture in contatto. L’italiano come L2 per gli arabofoni.
  • Hourani A., Storia dei popoli arabi.

TEACHING ITALIAN TO CHINESE NATIVE SPEAKERS

Some basics to approach the Chinese learners, their specific characteristics and the methodologic aspects about teaching them Italian. Last, a manual about the Chinese culture.

  • Rastelli S. (cur.), Italiano di cinesi, italiano per cinesi. Dalla prospettiva della didattica acquisizionale.
  • Maggini M., Yang L., Marco Polo. Schede di analisi contrastiva, pp.13-15, 30-31, 42, 58-59, 64, 81.
  • Pisu R., Il Drago rampante.

TEACHING ITALIAN TO JAPANESE NATIVE SPEAKERS

Some books to understand the learning process of Japanese native speakers and the comparative analysis between Japanese and Italian. Besides, there is an interesting introduction to the Japanese culture.

  • Diadori P., Peruzzi P., Zamborlin C. (cur.), Insegnare italiano a giapponesi.
  • Gesuato M., Peruzzi P. (cur.), La lingua italiana in Giappone. Insegnare e apprendere.
  • Zamborlin C., “Didattica dell’italiano in Giappone. Un’avventura contrastiva sul piano linguistico e pedagogico”, pp.109-125.
  • Nakagawa H., Introduzione alla cultura giapponese. Saggio di antropologia reciproca.

TEACHING ITALIAN TO GERMAN NATIVE SPEAKERS

The books suggested talk about the Italian learning process for German speakers in terms of language acquisition and comparison between German and Italian. In addition, a basic introduction to the German culture.

  • Corino E., Italiano di tedeschi. Una ricerca corpus-based.
  • Bosco S., Costa M., Italiano e tedesco. Questioni di linguistica contrastiva.
  • Brogelli Hafer D., Gengaroli-Bauer C., Italia e tedeschi. Aspetti di comunicazione interculturale.

TEACHING ITALIAN TO RUSSIAN NATIVE SPEAKERS

The section includes a book about specific language learning features, a comparative analysis useful in terms of language acquisition and, finally, a basic book about the Russian culture.

  • Celentin P., Cognini E., Lo studente di origine slava.
  • Straniero Sergio F., Elementi di grammatica contrastiva russo-italiano.
  • Caselli G. P., La Russia nuova. Economia e storia da Gorbačëv a Putin.

In addition you can have a look at the complete bibliography which includes interesting essays about the specific student’s profiles.

Don’t forget that you can get the 10% discount on books at the Italian Bookshop showing your Happy Languages Member Card.

Ready to start? Which book will you study first?

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