Anila R. R . Scott-Monkhouse | University of Parma (original) (raw)

Papers by Anila R. R . Scott-Monkhouse

Athens Journal of Humanities & Arts, Jun 30, 2018

In 2006 the Law Faculty of Parma University (Italy) launched EFLIT (English for Law and Internati... more In 2006 the Law Faculty of Parma University (Italy) launched EFLIT (English for Law and International Transactions), a postgraduate training project for professionals in the fields of Law and Economics aimed to improve both their language and legal skills by combining a linguistic (i.e. English for Law) and a content focus (i.e. Law in English). Since then EFLIT has developed into a national project and obtained recognition by professional associations for accreditation purposes in continuous education. This has called for a valid, reliable, standardised end-of-course test which assesses the level reached by participants and is "authentic," i.e. reflects their real needs for English and translates their competence into actual performance. The EFLIT teaching staff carried out a survey in order to identify the participantsʼ specific requirements, and design an exam suitable for both lawyers and accountants and tailored to the needs of professionals working in Italy. The present study outlines the new format of the exam based on the results of the survey, in an attempt to bring together language assessment principles and the participantsʼ professional needs, and compares it to the universityʼs internal test to verify to what extent the latter matches the requirements of the studentsʼ future profession.

Language Learning in Higher Education, Jan 22, 2013

The practice of teaching a foreign language in primary schools in Italy was first officially prov... more The practice of teaching a foreign language in primary schools in Italy was first officially provided for by a decree in 1985, but it was only in 1991 that the figure of the Foreign Language (FL) teacher was actually defined. The issue at that stage was how to select and train the prospective L2 teachers, and so in-service courses were organised to provide these teachers with the linguistic and methodological know-how needed for the new professional role they were to play. At the time, the autonomy of single schools was encouraged and courses were managed locally by several education institutions cooperating on the project. Since then English has become the compulsory language to be taught in primary schools and the final objective of the teacher training courses has been identified as level B1 of the Common European Framework of Reference (CEFR). This has led to the need for a different kind of assessment, which has evolved from tests devised by the teacher trainers themselves in the early courses, to internationally recognised certificates (Cambridge ESOL Preliminary English Test PET), and finally to a more specific certificate devised by test designers at Italian University Language Centres, now involved in the project. This article aims to describe how teacher training and assessment have changed in Parma, and illustrate how the current Certificate of English for Primary school Teachers (CEPT), devised by the Language Centre of the University of Modena and Reggio Emilia and the Language Centre of the University of Parma, has developed into a regional project, on the basis of a Teacher Profile which takes into account the CEFR, the European Language Portfolio (ELP), the Italian school system and its requirements, the needs of children learning English as a foreign language, and the needs of future teachers of English attending an inservice course.

Language Learning in Higher Education

Language Learning in Higher Education, 2023

With the outbreak of the COVID-19 pandemic and the ensuing total lockdown in 2020, the EAP course... more With the outbreak of the COVID-19 pandemic and the ensuing total lockdown in 2020, the EAP course for STEM doctoral students at Parma University (Italy) was suddenly forced to online delivery, like many courses in academic institutions worldwide. Confined at home and with no previous experience in remote teaching, the teacher had to redesign the course and rethink strategies and techniques in a matter of days and with little material at hand. The aim was to maintain the interactivity of the face-to-face course and consolidate the group dynamics of a course that had yet to start. As online teaching took centre stage, the teacher and students alike were confronted with didactic issues stemming from the restyling of a traditionally highly interactive course based on face-to-face tuition, and technical problems, which added to the emotional and psychological factors related to an unknown, unexpected situation. In addition to soft skills, students from different academic backgrounds needed to develop productive rather than receptive language skills, so activities focused mainly on collaborative tasks to develop writing and speaking modes but did not concentrate on academic language only. This paper shares insights into the experience of being ‘thrown in at the deep end’, and attempts to highlight the elements which contributed to its overall positive outcome, the strong social connotation it came to bear, the development of class dynamics, and the learning points that emerged. It also hopes to provide some practical suggestions which can add to the creative solutions found by (language) teachers globally.

Humanising Language Teaching, 2023

A course project to develop presentation skills. The objectives are to: - encourage collaborativ... more A course project to develop presentation skills. The objectives are to:

- encourage collaborative learning

- develop the 4Cs (21st century skills: communication, collaboration, critical thinking, creativity)

- reinforce autonomy and accountability

- discuss and agree on shared criteria (team work, negotiation)

- reflect on assessment of presentations

- encourage self-assessment and self-improvement

- develop speaking skills when discussing a topic

- encourage active participation in a presentation by asking questions

- develop writing skills when giving written feedback (precision and clarity)

- develop attention and sensitivity to the presenter

- prepare for prospective professional situations, when Ss might have to deliver/attend presentations

Humansing Language teaching, Aug 2010

This lesson plan is aimed at teenage/young adult students (SS) at a B2 level (or higher), but it ... more This lesson plan is aimed at teenage/young adult students (SS) at a B2 level (or higher), but it can be adapted to different levels and ages.
As it is, the whole activity should last approx 40 mins.

The objectives are:

- to break the ice at the start of a course
- to get to know each other (including the teacher)
- for the teacher to discover what type of learners are in the class
- for the students to think and learn about themselves and each other in a fun way
- to activate the individuals’ different intelligences
- to foster real communication in class
- to stimulate both intrapersonal and interpersonal intelligences

The handout is based on metaphors relating to how the students see themselves. Each item has been deliberately chosen to represent a connection with sensory learning (NLP) and/or multiple intelligences.

Language Learning in Higher Education, May 1, 2021

This paper describes a joint programme developed in 2018 by the University of Parma Language Cent... more This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Pilgrims, 2023

The idea for this activity came out when the 2019-’20 edition of EAP course for STEM PhD students... more The idea for this activity came out when the 2019-’20 edition of EAP course for STEM PhD students had to be completely restyled for remote delivery during the total lockdown due to the COVID-19 pandemic (March 2020). It can however be used in face-to-face classes too. In the course, written production was based on initial analysis of model-texts and was process-oriented rather than product-oriented. Writing was to be considered a journey and included several stages: an autonomous read and research stage (usually in terms of flipped classroom), in-class analysis of models, brainstorming ideas, planning, drafting, revising and rewriting several times, editing and publishing a text to be uploaded to a shared folder. The activity is aimed at young adult students (Ss) at B2/C1 level of English, but it can be adapted to different levels and ages. The objectives are to: - encourage collaborative learning - develop the 4Cs (21st century skills: communication, collaboration, critical thinking, creativity) - discuss and agree on shared criteria (team work, negotiation) - reflect on assessment of writing - develop self-assessment skills - develop speaking skills when providing oral feedback (precision and clarity) - develop writing skills when giving written feedback (precision and clarity) - develop writing skills in terms of electronic correspondence (register, style) - develop attention and sensitivity to the reader/listener - prepare for prospective professional situations, when Ss might be subject to peer reviewing and/or act as reviewers of the work of others.

https://www.hltmag.co.uk/jun23/peer-reviewing-in-writing
…

an experimental joint programme was developed by Parma University Language Centre (Italy) and the... more an experimental joint programme was developed by Parma University Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology with the aim of offering EAP students the opportunity to deliver presentations to a foreign audience on a topic relevant to the academic and professional interests of both groups. The students had to explore and personalise it in order to be able to explain it to a group which they had had no previous contact with or information about. The purpose was to engage students in active learning by moving away from a more traditional approach to language learning focusing on vocabulary and macro-skills, to a more pragmatic approach which incorporates ‘soft skills’ too. A secondary objective was also to develop the students’ confidence through a ‘realistic simulation’ of situations which they are likely to encounter in their professional lives, including emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We will discuss preparation stages carried out by the teachers at both universities, and the guided and autonomous student team work carried out to find relevant material, work on visuals and commentaries, and deal with questions from their foreign counterparts. A post-conference survey stimulated students’ reflections about their experience and triggered discussions about language skills essential for successful professional practices. The survey was also valuable for the teachers as regards reassessment of teaching strategies and preparation for future joint projects.

Cambridge Scholars Publishing, 2017

Mind the gap: New Challenges affronta il tema della disparità di genere (gender gap) nelle profes... more Mind the gap: New Challenges affronta il tema della disparità di genere (gender gap) nelle professioni di area scientifico-tecnologica (STEM=Science, Technology, Engineering and Mathematics): nel mondo circa il 28% delle posizioni sono occupate da donne; si perdono così talenti e possibilità lavorative in un’epoca in cui la richiesta di professionisti STEM sta costantemente crescendo.

A BUSINESS LUNCH: an Intercultural Activity - HLT, 2012

A BUSINESS LUNCH: an Intercultural Activity Anila R. Scott-Monkhouse, Italy and Enrica Rigamonti... more A BUSINESS LUNCH: an Intercultural Activity

Anila R. Scott-Monkhouse, Italy and Enrica Rigamonti, Austria

Anila and Enrica have run two workshops together on NLP and MIs in international conferences at the University of Salzburg (A) (“Multilingualism, a Challenge for Science and Teaching: Research, Development and Practice” – 7.11.2009) and at the University of Freiburg (D) (“Multilingualism and Aspects of Intercultural and Transcultural Language Teaching” 14.-16.10.2010).

The idea for this activity came out as a development of a Workshop in Salzburg on principles of NLP and Multiple Intelligences exploited in class as a way to discover one’s own language, identity and culture as well as the language, identity and culture of others.
It is aimed at young/adult students (SS) at a B1/B2 level (or higher).
As it is, the whole activity should last approx 90 mins.

The objectives are to:
- revise and recycle vocabulary and functions related to small talk, meals and restaurants
- develop sensory acuity (NLP)
- develop descriptive and communicative skills
- elicit ideas (including stereotypes and prejudices) on one’s own culture and the foreign culture
- stimulate intercultural discussion

The topic of a business lunch refers to a typical situation in which two cultures actually meet and participants must deal with different customs, ways of communicating and behaviours. Food is a strong component in any culture, meal times have an important social connotation, and business lunches play an important role in consolidating partnerships, work collaborations, etc.

This is to raise the students’ awareness of their own personal way of approaching a frequent “intercultural” situation and to encourage reflection on any commonplaces, prejudices and stereotypes which might emerge in order to highlight the hidden dangers and develop greater understanding towards the way others behave, think, act, … While looking for reasons for these differences, the students pay greater attention to both similarities and differences between the two cultures, and reflect on how to use them in order to better fit into another cultural context.

Available on
http://www.hltmag.co.uk/feb12/less03.htm

Revising Vocabulary through Multiple Intelligences , 2010

Revising and Consolidating Vocabulary Through Multiple Intelligences Anila R. Scott-Monkhouse, I... more Revising and Consolidating Vocabulary Through Multiple Intelligences

Anila R. Scott-Monkhouse, Italy, and Hyo-jeong (Leona) Hur, South Korea

It is aimed at adult students at any level of knowledge of English.
As it is, the whole activity should last approx 50 mins.

The objectives are to:

- revise and consolidate vocabulary from previous lessons
- get students to organise their own notes
- encourage learner autonomy
- activate the individuals’ different intelligences
- expose students to different learning strategies
- develop peer-teaching and cooperative learning
- foster real communication in class
- stimulate intrapersonal and interpersonal intelligences
- evaluate the results of learning

At the end a class discussion is carried out with the aim of raising the students’ awareness of their own and other people’s learning style(s), increasing sensitivity towards differences between individuals (thus indirectly encouraging tolerance), and exploiting these differences.
The teacher can also gain essential information on the different intelligences present in the class.

Available on
http://www.hltmag.co.uk/jun10/less03.htm

House and Furniture: a Speaking Activity, 2009

House and Furniture: a Speaking Activity It is aimed at teenage/young adult students at a lower ... more House and Furniture: a Speaking Activity

It is aimed at teenage/young adult students at a lower intermediate level of English (B1), but it can be adapted to different levels and ages. As it is, the whole activity should last approx 45 mins.
The objectives are to:
- revise and recycle vocabulary related to house and furniture
- make the vocabulary meaningful to the students through personalisation
- develop sensory acuity (NLP) and communicative skills

A positive atmosphere is created by using the students’ imagination and providing multi-sensory stimuli. Students in some way also reveal their own inner self, which can be useful for the teacher in order to learn more about his/her students (NLP logical levels: beliefs, values and identity).
In this activity it is important that the teacher helps the students develop sensitivity to the speaker’s needs, e.g. when s/he is running out of things to say, must change focus, etc., which is what happens in ordinary communication. The teacher could also point out that most of the time effective communication takes place when it is actually the listener who is in charge, as the speaker will usually feel obliged to change something (speed, pace, topic, etc.) if s/he feels that s/he is losing the listener’s attention or the listener is bored, confused, upset, etc.

Available on
http://www.hltmag.co.uk/jun09/less02.htm

Athens Journal of Humanities & Arts, Jun 30, 2018

Language Learning in Higher Education, Jan 22, 2013

Language Learning in Higher Education

Language Learning in Higher Education, 2023

Humanising Language Teaching, 2023

A course project to develop presentation skills. The objectives are to: - encourage collaborativ... more A course project to develop presentation skills. The objectives are to:

- encourage collaborative learning

- develop the 4Cs (21st century skills: communication, collaboration, critical thinking, creativity)

- reinforce autonomy and accountability

- discuss and agree on shared criteria (team work, negotiation)

- reflect on assessment of presentations

- encourage self-assessment and self-improvement

- develop speaking skills when discussing a topic

- encourage active participation in a presentation by asking questions

- develop writing skills when giving written feedback (precision and clarity)

- develop attention and sensitivity to the presenter

- prepare for prospective professional situations, when Ss might have to deliver/attend presentations

Humansing Language teaching, Aug 2010

The objectives are:

Language Learning in Higher Education, May 1, 2021

Pilgrims, 2023

https://www.hltmag.co.uk/jun23/peer-reviewing-in-writing
…

Cambridge Scholars Publishing, 2017

A BUSINESS LUNCH: an Intercultural Activity - HLT, 2012

A BUSINESS LUNCH: an Intercultural Activity Anila R. Scott-Monkhouse, Italy and Enrica Rigamonti... more A BUSINESS LUNCH: an Intercultural Activity

Anila R. Scott-Monkhouse, Italy and Enrica Rigamonti, Austria

Available on
http://www.hltmag.co.uk/feb12/less03.htm

Revising Vocabulary through Multiple Intelligences , 2010

Revising and Consolidating Vocabulary Through Multiple Intelligences Anila R. Scott-Monkhouse, I... more Revising and Consolidating Vocabulary Through Multiple Intelligences

Anila R. Scott-Monkhouse, Italy, and Hyo-jeong (Leona) Hur, South Korea

It is aimed at adult students at any level of knowledge of English.
As it is, the whole activity should last approx 50 mins.

The objectives are to:

Available on
http://www.hltmag.co.uk/jun10/less03.htm

House and Furniture: a Speaking Activity, 2009

House and Furniture: a Speaking Activity It is aimed at teenage/young adult students at a lower ... more House and Furniture: a Speaking Activity

Available on
http://www.hltmag.co.uk/jun09/less02.htm

CercleS 2002. The Future of Language Education in an Increasingly Digital World: Embracing Change (Selected Papers CercleS 2022), 2024

In the educational context, peer observation consists in teachers observing each other and involv... more In the educational context, peer observation consists in teachers observing each other and involves constructive cooperation. For it to be beneficial for both observer and observee it requires clear objectives, a shared format and etiquette, and attention to the professional and the emotional components. The practice has become increasingly common in Higher education but may need further investigation in the online teaching scenario which has developed since the COVID-19 pandemic. At Parma university (Italy), an instructor of English for Academic Purposes (EAP) and a Signal Processing professor experimented with interdisciplinary peer observation during the 2020 lockdown, initially as a form of reciprocal help, with no academic research intent. It slowly developed into semi-structured practice, which later proved its value in terms of professional development for both observer and observee. Several elements contributed to the success of the experience: previous experience of being observed in face-to-face classes; basically no experience of online teaching; familiarity with each other’s approach to teaching thanks to previous discussions; non-judgemental attitude; discreet presence of the observer; the observee focusing the observer’s attention to some specific point before class for the observation to provide real help; and constructive feedback through informal discussion after class with a chance to explain choices and problems. This paper outlines the initial objectives of these reciprocal observations, explains how they were carried out and how a shared format and etiquette were developed, and highlights the importance of didactic and psychological factors, with an emphasis on the impact of truly being a learner in each other’s class on the outcome.

IATEFL Conference Selections, 2024

The paper describes an EAP session which encompassed the missions of university (education, resea... more The paper describes an EAP session which encompassed the missions of university (education, research and public engagement) while contemplating the SDGs. The activities were carried out with STEM PhD students and extended language skills for science talk to the language of (self-)reflection and critical thinking. The experience can lead to a closer interaction between EAP, non-linguistic subjects and Public Engagement.

Faculty Development e innovazione didattica universitaria, 2021

Nel contesto educativo, con peer observation si intende il processo in cui due (o più) colleghi s... more Nel contesto educativo, con peer observation si intende il processo in cui due (o più) colleghi si osservano l’un l’altro nello svolgimento dell’attività didattica al fine di migliorare la pratica didattica stessa di entrambe le parti ed ha quindi lo scopo di essere un’esperienza arricchente sia per chi è osservato, che per chi osserva. Perché lo sia veramente, non può consistere in un generico assistere ad una performance; devono essere chiari ad entrambi: obiettivi, vantaggi, modalità di svolgimento, fasi pre- e post-osservazione, nonché l’atteggiamento con cui approcciarvisi, e l’attenzione alla componente emotiva oltre che professionale. Declinabile in molti modi - modalità sincrona o asincrona; auto-osservazione, osservazione “in assenza” dell’osservatore; presenza breve dell’osservatore durante una lezione, per l’intera lezione, o una serie di lezioni; fra docenti di una stessa materia/settore, oppure fra docenti di materie non affini – la peer observation deve comunque essere concordata nei dettagli, con focus e intento precisi. Sono necessari un format condiviso fra osservatore ed osservato, ed una “etichetta della peer observation”, che miri a migliorare le relazioni e abilità comunicative del team, e al contempo a stimolarne la riflessione critica, indicando così la strada da percorrere dopo l’osservazione stessa. Il fine ultimo sarebbe una good practice condivisa.
Sempre più diffusa nella Higher education (istruzione terziaria), la peer observation è da considerarsi una pratica di collaborazione costruttiva, e non un mezzo di valutazione, particolarmente nel momento storico attuale. Date le numerose sfide lanciate dal contesto CoVid al mondo accademico, riteniamo utile una riflessione sulla peer observation online, oltre che in presenza, con una visione della peer observation come strumento di supporto reciproco in un momento che coglie molti impreparati alla modalità della didattica a distanza (DaD).
In quest’ottica, dopo aver avuto modo di fare esperienza di peer observation in presenza, gli autori - entrambi didatti presso l’Università di Parma – hanno sperimentato l’uno con l’altra alcuni momenti di osservazione reciproca online. Essenziali sono stati fattori quali la reciproca conoscenza pregressa, la condivisione di principi di insegnamento, il supporto “tecnico”, il desiderio di imparare, ma anche l’occhio esterno di qualcuno si è fatto veramente “allievo” in quanto non esperto della materia. Nello specifico del presente lavoro, la pratica condotta si è svolta nel contesto determinato dall’attuale emergenza sanitaria durante l’erogazione online sincrona di due corsi diversi tra loro (Lingua inglese e Ingegneria dell’informazione) attraverso due distinte piattaforme tecnologiche (Microsoft Teams e Zoom). Le due platee di studenti - composta l’una da una trentina di Dottorandi di discipline tecnico-scientifiche, l’altra da oltre un centinaio di studenti di laurea triennale - erano parzialmente affini per settore ma non quanto a formazione o numerosità. Questo ha consentito un’analisi di quelle che, negli specifici contesti analizzati, sembrano essere tendenze legate direttamente alla modalità di erogazione, oppure agli altri parametri caratterizzanti (disciplina, piattaforma tecnologica, livello di formazione, ecc.), per quanto concerne l’approccio didattico ed emotivo sia dei docenti che dei discenti.

Parole chiave: peer observation, didattica a distanza (DaD), piattaforma tecnologica, feedback costruttivo, esigenze didattiche, interdisciplinarietà

ATINER's Conference Paper Series LNG2016-2148, 2016

In 2006 the Faculty of Law of the University of Parma (Italy) launched a postgraduate training pr... more In 2006 the Faculty of Law of the University of Parma (Italy) launched a postgraduate training project called EFLIT (English for Law and International Transactions) with the aim of offering professionals and graduates in the fields of Law and Economics a course combining a linguistic focus (i.e. English for Law, at B2 level of the Common European Framework of Reference) and a content focus (i.e. Law in English) in order to improve both their language and legal skills. Since then EFLIT has developed into a national project and has obtained recognition by professional associations for accreditation purposes in continuous education. This has called for a valid, reliable, standardised end-of-course test which assesses the level reached by participants and is ‘authentic’, i.e. reflects their real needs for English and translates their competence into actual performance. Participants are encouraged to aim for internationally recognised certificates designed by accredited testers, but are too often intimidated by the level required, the format of the exam, and the perception that it does not really meet their needs. EFLIT teaching staff carried out an online survey in order to identify their specific requirements and expectations by creating an EFLIT participant profile, with the final objective of designing an exam suitable for both lawyers and accountants, and tailored to the needs of professionals working in Italy. The present study outlines a new format of the final exam based on the results of the survey, in an attempt to bring together language assessment principles and the professional needs of participants, and compares it to the university’s internal test to verify to what extent the latter matches the requirements of the students’ future profession.

Poster for 2022 edition of EU Researchers' Night, 2022

The poster describes a project carried out with STEM PhD students in which a physicist and an EAP... more The poster describes a project carried out with STEM PhD students in which a physicist and an EAP teacher explored the issue of women in science and gender gap in STEM using debates in the EAP class

Mind the Gap in STEM! What young scientists at Parma University think illustra i risultati un que... more Mind the Gap in STEM! What young scientists at Parma University think illustra i risultati un questionario rivolto ai dottorandi STEM nel linguaggio inclusivo delle scienze: l’inglese.

"Mind the gap" ha affrontato il tema della disparità di genere (gender gap) nelle professioni di ... more "Mind the gap" ha affrontato il tema della disparità di genere (gender gap) nelle professioni di area scientifico-tecnologica (STEM=Science, Technology, Engineering and Mathematics), durante la 2021 European Researchers’ Night all'Università di Parma. Tra conferenze, dibattiti, partecipazione di studenti e studentesse delle scuole superiori. I 6 poster pubblicati qui in un unico documento hanno raccontato al pubblico (e ancora raccontano) alcuni dei punti salienti del percorso che abbiamo affrontato.
I titoli dei 6 poster:
STEM & donne: i dati, di Aba Losi
Donne e Scienza: Le Sfide di Ieri, di Aba Losi
Donne e Scienza : Le Sfide di Oggi, di Aba Losi & Anila Scott Monkhouse
Il gender gap in ambito STEM: Inglese come L2 e Scienze si incontrano; di Anila Scott Monkhouse & Aba Losi
All'origine del gender gap, di Sofia Zanichelli
STEM & donne: l'arrivo del Covid-19, di Sara Vittoria Orlando & Alice Stievano

Code-switching in famiglia: analisi di un caso angloitaliano, 1991

The aim of the study is to examine the phenomenon of Code-switching in the more general context o... more The aim of the study is to examine the phenomenon of Code-switching in the more general context of individual bilingualism, moving from theoretical assumptions to the analysis of a specific case. The purpose of is to discover if and how Code-switching is conditioned by specific rules, if it makes use of its own grammar system (or in any case of a certain regularity) or if it is completely random, if it is a positive phenomenon, whether it is conscious or automatic, ... We believe that bilingualism is the result of environmental factors, thus we realize that the positive situation highlighted here does not constitute an absolute model and emphasise that it is impossible to generalize about this topic in order to understand all the possible nuances of bilingualism and Code-switching itself. We would like to point out, however, some specific features of the present work: the writer has experienced a situation of bilingualism on a daily basis and is therefore closely involved in the topic (much research has been conducted by monolinguals who have often neglected the experience and opinions of bilingual individuals themselves); the subject is an adult individual (many studies deal with immigrant communities and bilingual countries, with bilingual patients suffering from aphasia, and with the cognitive, linguistic and psychological development of bilingual children in different situations of bilingualism); monoglot parameters have been avoided as much as possible, rather favouring comparisons with the communication strategies of monolinguals.
The data were collected over approximately two years through direct recordings and interviews. The study has a rather symmetrical approach and is structured as follows. The first chapter deals with the problem of defining bilingualism and mother tongue, continues by distinguishing the main types of individual bilingualism, and ends with the issue of biculture. The second chapter moves from theory to practice in order to verify the assumptions discussed above in a real person. The third chapter deals with the issue of Code-switching and is therefore the core of the work: it opens with an attempt to define the phenomenon, and continues with the distinction of the different types, providing practical examples to demonstrate each definition in real life. Finally, the chapter comes to an end by addressing the problem of judgments and studies which bilingualism and Code-switching are subject to, and closes on the question of the speaker's awareness in operating Code-switching. In the fourth and last chapter there is a direct analysis of concrete examples provided by the observation of the subject’s linguistic behaviour; the phenomenon is considered from both a contextual/functional perspective and a purely linguistic one.