Clorinda Donato, Cedric Joseph Oliva, Manuel Romero, and Daniela Zappador Guerra. Juntos: Italian for Speakers of English and Spanish

Juntos: Italian for Speakers of English and Spanish, now in its third edition, challenges the communicative approach that has dominated post-secondary language teaching for the better part of the last four decades.It does not shy away from presenting language "forms," but does so in a comparative rather than contrastive way.This of course is where the presence of Spanish, a cognate language to Italian within the Romance family, plays a role.The methodologies employed focus on students' pan-Romance competencies and are rooted in the theories of (Romance) Intercomprehension and Intercommunication, Transnationalizing, and Translanguaging.The volume's Introduction makes a compelling argument in favor of the theoretical approaches of Intercomprehension and Intercommunication among the Romance languages, approaches that, since the 1990s, various European projects, such as EuRom4, EuroRomCom, Galatea, Ariadna, and Minerva, inter alia, have promoted as guiding principles of language pedagogy and language policy.The authors cite research that confirms that "language acquisition takes place through transfer of knowledge from the languages in one's linguistic repertoire to the languages being acquired" (viii) and embrace a methodology that seeks to impart a metalinguistic-and therefore a metacultural-awareness among language learners.The authors appear to align themselves with a movement that some have termed "post-structuralist" that views contemporary culture as "denationalized" and language as "de-territorialized" ("[t]his perspective considers language in contexts of mobility and evolution in which language and culture are no longer seen as nation-specific entities but rather as fluid and evolving modes of communication and expression" [ix]), though they express their approach rather as cutting across paradigms: they implore students and instructors "to think about phenomena transnationally, translinguistically, transhistorically, and transculturally" (ix).The project distances itself from the binary notion of two languages/two cultures, in which students' native cultural and linguistic experiences are marginalized in the L2 learning process.The authors reject the language-pedagogy focus on native competencies or "notions of linguistic and cultural purity," and turn their attention rather toward "the ongoing creation of new knowledge streams" resulting from transcultural competencies (ix).

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.