Silvia Panicieri | Università di Verona (original) (raw)
Papers by Silvia Panicieri
Iosif Brodskij's 1 relationship with English had started long before his emigration to the United... more Iosif Brodskij's 1 relationship with English had started long before his emigration to the United States in 1972, after the expulsion from the Soviet Union with a charge of social parasitism. An attraction for his second language that can be traced back to his youth in Leningrad, when he, as all the young people of his generation, searched for new models of individualism, watching the «trophy films» the regime had allowed and avidly reading Western literature, mostly in the books that foreign students brought illigally to the URSS. In winter 1964, during his first exile in Norenskaya, Brodsky recounted having had an «epiphany» reading a poem by Wystan Auden: he thought he found the deep bond between language, individual consciousness and poetry. The famous English poet was thus to become the addressee of Brodsky's work, his «invisible reader», as explained in the autobiographical essay «To Please a Shadow». Upon receiving the Nobel Prize for literature in 1987, still clear had to be kept the divide in his work: poetry in Russian and prose in English. In 1991, the nomination as Poet Laureate of the United States, marked a turning point in Brodsky's work-unquestionably a way to avoid the endless corrections he made to the translations of his poems, but not only. This paper aims to outline the steps that led one of the most representative Russian poet to leave his mother tongue and fully adopt English, both for prose and poetry, to stand to us as a new author, «Joseph Brodsky».
Specific Learning Disorders and Foreign Language Teaching in Today’s Italian Classes Silvia Panic... more Specific Learning Disorders and Foreign Language Teaching in Today’s Italian Classes
Silvia Panicieri
In Italian primary and secondary schools the teaching of a second language, in particular of English, has been made compulsory with “Decreto Legislativo n.59” (2004). The English language is now taught at any level of schools in Italy, from Infantry (optional) to Secondary Schools. Moreover, with the so called “Gelmini Law” (2010), the teaching of English has been improved in all Secondary Schools, with the CLIL (Content and Language Integrated Learning) program. Italy stands out in this field, since all students in the final year of secondary schools are required to learn a discipline in a foreign language. Starting from the observation that the Italian educational system is based on mixed-level/mixed-ability classes, where the principle of inclusiveness is applied, nowadays teachers must face in any class the presence of one or more students with a diagnosis of Specific Learning Disorder (In Italian DSA), sometimes combined with an ADHD diagnosis. All the teachers are involved in first person, and after the implementation of “Legge n. 170” (8.10.2010), they have to receive adequate training on the subject to recognize and treat these learning disorders in daily school practice. While it has long been recognized in the learning disabilities field that foreign language study would be a tremendous challenge to disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. Current technologies are effective classroom supports for language teaching activities. Teachers, parents and schools must create plans together that tailor intervention and accommodation to aid the individuals in successfully becoming independent learners. Starting from the writer’s personal experience in the teaching of English in Italian secondary schools, the article examines the educational approach and the latest methodologies implemented in a today’s Italian class.
Books by Silvia Panicieri
Iosif Brodskij's 1 relationship with English had started long before his emigration to the United... more Iosif Brodskij's 1 relationship with English had started long before his emigration to the United States in 1972, after the expulsion from the Soviet Union with a charge of social parasitism. An attraction for his second language that can be traced back to his youth in Leningrad, when he, as all the young people of his generation, searched for new models of individualism, watching the «trophy films» the regime had allowed and avidly reading Western literature, mostly in the books that foreign students brought illigally to the URSS. In winter 1964, during his first exile in Norenskaya, Brodsky recounted having had an «epiphany» reading a poem by Wystan Auden: he thought he found the deep bond between language, individual consciousness and poetry. The famous English poet was thus to become the addressee of Brodsky's work, his «invisible reader», as explained in the autobiographical essay «To Please a Shadow». Upon receiving the Nobel Prize for literature in 1987, still clear had to be kept the divide in his work: poetry in Russian and prose in English. In 1991, the nomination as Poet Laureate of the United States, marked a turning point in Brodsky's work-unquestionably a way to avoid the endless corrections he made to the translations of his poems, but not only. This paper aims to outline the steps that led one of the most representative Russian poet to leave his mother tongue and fully adopt English, both for prose and poetry, to stand to us as a new author, «Joseph Brodsky».
Specific Learning Disorders and Foreign Language Teaching in Today’s Italian Classes Silvia Panic... more Specific Learning Disorders and Foreign Language Teaching in Today’s Italian Classes
Silvia Panicieri
In Italian primary and secondary schools the teaching of a second language, in particular of English, has been made compulsory with “Decreto Legislativo n.59” (2004). The English language is now taught at any level of schools in Italy, from Infantry (optional) to Secondary Schools. Moreover, with the so called “Gelmini Law” (2010), the teaching of English has been improved in all Secondary Schools, with the CLIL (Content and Language Integrated Learning) program. Italy stands out in this field, since all students in the final year of secondary schools are required to learn a discipline in a foreign language. Starting from the observation that the Italian educational system is based on mixed-level/mixed-ability classes, where the principle of inclusiveness is applied, nowadays teachers must face in any class the presence of one or more students with a diagnosis of Specific Learning Disorder (In Italian DSA), sometimes combined with an ADHD diagnosis. All the teachers are involved in first person, and after the implementation of “Legge n. 170” (8.10.2010), they have to receive adequate training on the subject to recognize and treat these learning disorders in daily school practice. While it has long been recognized in the learning disabilities field that foreign language study would be a tremendous challenge to disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. Current technologies are effective classroom supports for language teaching activities. Teachers, parents and schools must create plans together that tailor intervention and accommodation to aid the individuals in successfully becoming independent learners. Starting from the writer’s personal experience in the teaching of English in Italian secondary schools, the article examines the educational approach and the latest methodologies implemented in a today’s Italian class.