ダンテ・アリギエーリ協会東京支部は、当協会を代表して、以下の催しに参加しました
第2回東アジアにおけるヨーロッパ言語学国際シンポジウム
「東アジアにおけるヨーロッパ言語学とヨーロッパ言語共通参照枠の関連性を考える」
国立台湾大学、台北2011年11月5～6日
Il Comitato di Tokyo ha rappresentato la Società Dante Alighieri al:
Second International Symposium on European Languages in East Asia
The Common European Framework of Reference for Languages and its Relevance for European Studies in East Asia.
National Taiwan University
Taipei 5 and 6 November 2011
第2回東アジアにおけるヨーロッパ言語学国際シンポジウム
「東アジアにおけるヨーロッパ言語学とヨーロッパ言語共通参照枠の関連性を考える」
国立台湾大学、台北2011年11月5～6日
Il Comitato di Tokyo ha rappresentato la Società Dante Alighieri al:
Second International Symposium on European Languages in East Asia
The Common European Framework of Reference for Languages and its Relevance for European Studies in East Asia.
National Taiwan University
Taipei 5 and 6 November 2011
以下、グラッセッリ東京支部会長の発表の抜粋を紹介いたします。（イタリア語と英語のみ）
全文はこちらからご覧いただけます（英語のみ）
スライドはこちらからご覧いただけます
Quello che segue è l'estratto, in italiano, dell’intervento del Prof. Fabrizio Grasselli al Secondo Simposio internazionale sulle lingue europee in Estremo Oriente (segue testo in inglese).
Per leggere il testo completo clicca qui (LINK).
Per scaricare le immagini clicca qui (LINK).
Fabrizio Grasselli
Presidente della Società Dante Alighieri di Tokyo
Costruire strategie di apprendimento per le lingue europee in Asia orientale, nell'ambito del Quadro Comune Europeo di Riferimento per le Lingue.
1. INTRODUZIONE
Nella contemporanea realtà geopolitica europea, il CERF fornisce uno strumento fondamentale al superamento delle barriere comunicative tra paesi diversi, caratterizzati da molteplici identità culturali.
Esso rappresenta anche un grande passo avanti nel difficile compito di armonizzare i piani di studio in Europa e nello sviluppo della cooperazione internazionale nel campo delle lingue moderne.
I paesi dell’estremo oriente rappresentano la realtà più dinamica del pianeta.
Una macroregione in cui il multilinguismo sta diventando un elemento importante nello sviluppo delle relazioni politiche ed economiche.
I risultati ottenuti in Europa al riguardo potrebbero rappresentare un utile esempio.
2. LA SOCIETÀ DANTE ALIGHIERI
Il suo scopo primario è quello di preservare e diffondere la lingua e la cultura italiana nel mondo. Per fare questo la "Dante " si affida a circa 500 comitati, di cui oltre 400 attivi all'estero.
In Asia e Oceania sono 31.800 i soci-studenti, distribuiti tra il Vietnam, Giappone, Tailandia, India, Cina, Hong Kong, Filippine e Australia.
Inoltre in 150 paesi diversi del mondo, la "Dante Alighieri" è impegnata ad applicare il CERF all'insegnamento e l'apprendimento della lingua italiana attraverso il PLIDA.
3. PLIDA (Progetto Lingua Italiana Dante Alighieri)
Il Certificato PLIDA è un diploma ufficiale rilasciato dalla Società Dante Alighieri nell'ambito di un accordo con il Ministero degli Affari Esteri e in collaborazione con l'Università "La Sapienza" di Roma.
Il PLIDA è riconosciuto dal Ministero del Lavoro e delle Politiche Sociali e dal Ministero dell'Università e della Ricerca. Il PLIDA, due volte l'anno, attesta la competenza in italiano come lingua straniera, in conformità a una scala di sei livelli. Vi sono inoltre due certificazioni speciali: il PLIDA Juniores e il PLIDA commerciale.
4. METODOLOGIA E MATERIALE DIDATTICO
Per quanto riguarda l'insegnamento delle lingue europee e il loro apprendimento, crediamo che CERF rappresenti l’approccio e lo strumento più adeguato. Crediamo tuttavia che la sua attuazione in Asia orientale dovrebbe essere legata alla preparazione di curricula, libri di testo, materiali e corsi di formazione specifici per gli istruttori linguistici.
A. Libri di testo
Un problema che è particolarmente rilevante per l'insegnamento delle lingue europee in Asia Orientale, è quello dei libri di testo che sono, di solito, ideati per le necessità degli studenti europei o occidentali.
Per raggiungere gli obiettivi linguistici stabiliti dal CERF è necessario creare libri di testo e materiali didattici adatti al contesto culturale e socio-linguistico degli studenti.
B. Curriculum
Un altro aspetto importante è lo sviluppo di programmi o piani di studio che riferendosi al CERF, possano essere adattati a realtà molto lontane dall’ambiente europeo.
C. Formazione degli insenanti
Programmi di formazione specifici per gli insegnanti di lingua sarebbero essenziali al fine di attuare le indicazioni del CERF. Si dovrebbe porre l'accento, nei corsi universitari di tutta Europa, alla preparazione degli insegnanti di lingua. In particolare il programma 'Erasmus' potrebbe contribuiscono a creare una nuova generazione di 'operatori multilingue'.
5. CONCLUSIONI
La ricchezza delle lingue europee è un patrimonio unico che deve essere preservato e promosso.
Storicamente, non possiamo immaginare che l’inglese rimanga in eterno l'unica lingua veicolare parlata nel mondo.
L'emergere di nuove potenze economiche e i dati demografici indicano che una nuova 'Lingua Franca', potrebbe competere con l’inglese, prima di quanto si possa immaginare.
Una ‘competizione’ tra le lingue europee sembra davvero una sciocchezza. Il linguaggio è l'anima della cultura e lo strumento più spettacolare dell'evoluzione umana.
Soltanto uno sforzo congiunto dei paesi d’Europa potrà mantenere la dignità culturale del vecchio continente nel mondo.
RINGRAZIAMENTI
Si rigrazia il Segretario Generale della Società Dante Alighieri Alessandro Masi per il sostegno, il Prof. Massimo Arcangeli, e la Prof.ssa Costanza Menzinger, per l’aiuto offerto.
The Tokyo Committee representative of Dante Alighieri Society at:
Second International Symposium on European Languages in East Asia
The Common European Framework of Reference for Languages and its Relevance for European Studies in East Asia
National Taiwan University
Taipei 5 and 6 November 2011
What follows is an excerpt, in Italian, of Prof. Fabrizio Grasselli intervention at the Second International Symposium on European languages in the Far East.
Fabrizio Grasselli
President of Dante Alighieri Society Tokyo
Building learning strategies for European Languages in East Asia, within the Common European Framework of Reference for Languages.
1. INTRODUCTION
Within the context of the new geopolitical Europe, the Common European Framework is providing a fundamental tool in helping to overcome the communication barriers between different countries and cultural identity. It also represents a big step forward in the difficult task of harmonizing syllabi and qualifications, promoting international cooperation in the field of modern languages and enhancing social mobility, economic cooperation, cultural exchange in Europe.
Considering that, socioeconomically, East-Asia is the most dynamic region in the world and also that multilingualism is a serious issue concerning the development of political and economic relations in the region, the European experience and achievements on the subject could be an important example.
Furthermore we believe that learning European languages, apart from English, will consistently improve the economic, political and cultural relations between the two regions: the EU and the Far East.
2. THE DANTE ALIGHIERI SOCIETY
Its primary purpose is to preserve and spread the Italian language and culture in the world.
To achieve its aims, the "Dante Alighieri" relies on about 500 committees, of which more than 400 active abroad, in Africa, America, Europe, Asia and Oceania. The "Dante Alighieri" not only offers courses in Italian language, but also a variety of cultural events for thousands of students and members. Through committees abroad, the Society establishes and subsidizes schools, libraries, clubs, encourages the reading of Italian books and publications, promotes conferences, among other activities.
Dante Alighieri Society in Asia and Oceania has 31,800 members-students, distributed among Viet Nam, Japan, Thailand, India, China, Hong Kong, Philippines and Australia.
In 150 different countries around the world, the "Dante Alighieri" is committed to apply the CERF to the teaching and learning of the Italian Language trough the PLIDA achieving an extensive worldwide experience.
3. PLIDA (Dante Alighieri Italian Language Project)
The PLIDA (Progetto Lingua Italiana Dante Alighieri) Certificate is an official diploma issued by the Dante Alighieri Society under an agreement with the Ministry of Foreign Affairs and with the scientific approval of the “La Sapienza” University in Rome.
The PLIDA is recognized by the Ministry of Labor and Social Policies and by the Ministry of University and Research as a qualification for the facilitated university enrolment of foreign students.
The PLIDA certificate attests proficiency in Italian as a foreign language on the basis of a 6 levels scale: from level A1, the most elementary, documenting the ability to use Italian in everyday situations, to level C2, the most qualified, guaranteeing an expertise comparable to that of an educated mother tongue speaker, and which can be used in all professional contexts. The PLIDA also offers two special certificates: the PLIDA for juniors and the commercial PLIDA.
In 2010, around the world, 7.325 people registered for the PLIDA and a projection based on April 2011 first section of the exam, suggest that by the end of 2011 they could increase by 30%.
4. THE JAPANESE STUDENTS
The type of students attending Italian language courses in Japan, is the most diversified, but we can find mainly four groups:
a. Women;
b. Seniors;
c. University students;
d. School children.
The first is the most numerous and includes both young unmarried women, who have left their jobs, and married women who do not perform work outside the house except for part-time jobs, mainly sporadically.
The second group consists of students between 18 and 25 years old who are attending or have attended schools, and universities of Art, Music, Design and Fashion.
Concerning the Italian courses offered by universities, it is interesting to note how a growing number of them, offers Italian Language courses for adults learners, through what are called: 'Open Colleges'.
The third group of students, the retirees, is currently a very dynamic segment. More and more elderly students, both men and women, reaching the age of retirement, begin Italian Language courses.
The last group of students is made up by school children. Growing is the demand for Italian Language classes for kids. The request comes both from Italian families living in Japan and from Japanese families needing to move to Italy.
5. THE TEACHING METHODOLOGY AND MATERIAL
Concerning language teaching and learning, we believe that CERF is the most advanced instrument and approach. However we also believe that its implementation in East Asia should be related to the preparation of adequate curriculum or syllabi, textbooks, materials, specific trainings for teachers and language instructors.
D. Textbooks
A problem that is particularly relevant to the teaching of European languages in East -Asia, is that the textbooks are, almost always, made for European or Western students.
To achieve the linguistic objectives set by CERF it is necessary to create and use textbooks and teaching materials suited to the cultural and sociolinguistic context of the students.
It seems to us necessary, in preparing textbooks for Asian students, to approach important issues such as the diversities in the writing, far from the Latin alphabet, the difficulties in transliterating and recognizing the linguistic analogies, or the need for longer training time than the average students who speak a language of European origin, without mentioning cultural and social aspects related to different styles of learning.
The Dante Alighieri Society is particularly attentive to these issues and is already working for the realization of specific texts. Specifically the Tokyo Committee of Dante Alighieri Society, in collaboration with the leading Florentine publishing house Alma, is preparing a new A2 level Italian as a second language textbook, aimed at Chinese Japanese and Korean students. Textbooks require, as a precondition to be effective, correct and specific curriculum indications based on CERF, considering at the same time the above mentioned issues.
E. Curriculum
Another important aspect is the development of curricula or syllabi that referring to the CERF could be adapted to realities very far from a European context.
Each educational reality has its own peculiarities related to the context and nature of the students; however, it seems important to carefully consider aspects related to the communicative tasks and the communicative acts, such as: Basic linguistic forms, Lexicon, Socio-pragmatic, Phonetics, Phonology, Prosody, Semantic-syntactic categories, Elements of culture, Morph-syntax and meta-linguistic reflection.
F. Teachers training
Training programs for language teachers is essential in order to implement the directions of the CERF. More emphasis should be placed, in university courses across Europe, to the preparation of language teachers and the 'Erasmus' exchange program could help to create a new generation of 'Multilingual operators'. Academic preparation however is not sufficient.
European Governments and public institutions should take responsibility for promoting cyclical updating programs, conferences and workshops in order to provide the teachers with opportunities to discuss various methodological approaches, in connection with a constantly changing world.
6. CONCLUSION
The richness of European languages is a unique heritage that must be preserved and promoted. Historically, we cannot imagine that English will remains the only vehicular language spoken in the world.
New geopolitical realities, the emergence of new economic powers and demographic data, indicate that a new 'Lingua Franca', could compete with, if not dismiss, English, sooner than we can imagine today. It has happened repeatedly, throughout History.
A competition between the European languages seems really nonsense. Language is the soul of culture and the most spectacular instrument of human evolution. Only a joint effort within Europe will maintain the cultural dignity of the Continent in the world.
In order to achieve this goal we need sensitive strategies, economic and human resources, including language teachers, who are the ideal ambassadors of intercultural dialogue. The role of language teachers is fundamental to open new opportunities in cross cultural, political and economic relations, in an increasingly interconnected world.
7. ACKNOWLEDGEMENT & INFORMATION
Thanks to:
Secretary General Alessandro Masi for the support and to Prof. Massimo Arcangeli, and Prof. Costanza Menzinger, in Rome, for providing data on the PLIDA Project.
Contacts:
Dante Alighieri Society, Tokyo Committee
Tel/Fax: + + 81 3 5459 3222
e-mail: dante@il-centro.net
Website: www.il-centro.net/dante
Dante Alighieri Society General Secretariat (Rome-Italy)
Tel: + + 39 06 6874531
Fax: + + 39 06 6873685
e-mail: segreteria@ladante.it
Website: www.ladante.it
PLIDA (Rome-Italy)
Tel: + + 39 06 6873787
email: plida@ladante.it