Marta Kaliska

'Italian as a Foreign Language: Teaching and Acquisition in Higher Education. Vol. 2' brings together twelve chapters written by scholars and university lecturers, all focusing on the teaching of Italian through a wide range of approaches. These range from inclusive and multisensory pedagogies to corpus-based learning, from grammar through use to debate-based teaching and content-focused courses (politics, ecology, food, health, culture, and identity). The book values plurality and dialogue, showing how different pedagogical perspectives can respond to diverse learning contexts and heterogeneous student profiles. What makes this volume distinctive is its strong connection between theory and practice. Each contribution is grounded in current research in applied linguistics and language pedagogy, while remaining firmly rooted in real university classrooms. Practical examples, teaching ideas, and reflections on course design make the book particularly useful for university instructors, teacher educators, and advanced students. At the same time, the volume can be read as a source of inspiration, as a methodological guide, or as a reference text for developing inclusive and meaningful Italian language courses in higher education.

This manual focuses on teaching Italian as a foreign language in the academic field, taking into consideration the various subjects and disciplines that can be found in a university course in Italian Studies. Various chapters are included within that range, for example, from Italian phonetics and dialectology to art as a means to deepen elements of the Italian language, to morphology with word formations, and to translation as well as subtitling. The range also covers technology as a tool for telecollaboration, academic writing, and learning Italian through geography or the language of vulgarity. Besides, the manual takes into consideration the use of the Italian press for learning, together with the use of comics and cartoons to teach the Italian language. The contribution aims to be a point of reference both for teachers and students who are focusing on linguistics, philology, didactics, and pedagogy. It lays emphasis on the teaching methodology, the instruments of teaching, and the available resources. It also seeks to deal with the various teaching problems and reflects on the disciplines as well as alternative proposals for teaching.