Dante Alighieri Society
The World in Italian
Second International Symposium on European Languages in East Asia
5 - 6 November 2011 Taipei -Taiwan
Building learning strategies for the European Languages in East Asia
within the Common European Framework of Reference for Languages
Fabrizio Grasselli
President of Dante Alighieri Society Tokyo
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INTRODUCTION
Within the context of a new geopolitical Europe, the Common European Framework is providing a
fundamental tool in helping to overcome the communication barriers between different countries and cultural
identities.
Considering that, socioeconomically, East-Asia is the most dynamic region in the world and 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 represent an important example.
Learning European languages, apart from English, will consistently improve the economic, political and
cultural relations between the E.U. and the Far East.
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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.
Dante Alighieri Society in Asia and Oceania has 31,800
members-students, distributed among Viet Nam, Japan,
Thailand, India, China, Hong Kong
the Philippines and Australia.
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PLIDA (Dante Alighieri Italian Language Project)
In 150 different countries around the world, the "Dante
Alighieri" is committed to apply the Common European
Framework to the teaching and learning of the Italian
Language trough the PLIDA and has achieved an
extensive worldwide experience.
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, in Italy.
The PLIDA certificate attests proficiency in Italian as a foreign language on the basis of a 6-level 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 projections based on April 2011 first section of the
exam, suggest that by the end of 2011 they could increase by 30%.
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THE TEACHERS
Another important activity of PLIDA features the organization of training courses for teachers. The courses take place
twice a year and supply teachers with useful tools to improve and update their teaching skills and their competence in
teaching Italian as a foreign language. The courses’ aim is to combine a thorough and update approach to language
teaching along with an extended examination of the most relevant aspects of Italy’s artistic and cultural heritage.
Training of 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 updated cyclical programs
conferences and workshops in order to provide teachers with the opportunities to discuss various methodological
approaches, in connection with a constantly changing world.
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TEXTBOOKS
A problem particularly relevant to the teaching of European languages in East -Asia, is related to textbooks which are
mostly written 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, this is particularly true for East Asia.
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 a leading Italian publishing house, is preparing a new
A2 level Italian as a second language textbook, aimed particularly at Chinese, Japanese and Korean students.
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THE CURRICULUM
Another important aspect is the development of curricula or syllabi that referring to the CERF could be adapted to
realities very far from the European context.
Each educational system 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.
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THE JAPANESE STUDENTS
The type of students attending Italian Language courses in Japan, is the most diversified, but we can find mainly
four main groups: women, seniors, university students and school children.
Concerning the Italian courses offered by universities, it is interesting to note that a growing number of them, offer
Italian language classes for adult learners through what are called: 'Open Colleges'.
According to data provided by the Embassy of Italy in Japan, the universities, public and private, offering Italian
language courses are about 80, from Hokkaido to Okinawa.
The Embassy of Italy in Tokyo estimates that About 10,000 students are attending Italian language classes at
universities, all over Japan. Apparently, unlike other European languages, the demand for Italian language courses
continues to be high.
Unfortunately, the Japanese Government does not recognize the CERF.
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CONCLUSION
The richness of European languages is a unique heritage that must be preserved and promoted.
Language is a soul of culture and the most spectacular instrument in the evolution of mankind.
Only a joint effort by all European Countries will maintain the cultural dignity of the Continent in the world.
To achieve this goal we need sensitive strategies, economic and human resources, including language teachers, who are
the ideal ambassadors of intercultural dialogue.
Their role is fundamental for opening new opportunities in cross cultural, political and economic relations in an
increasingly interconnected world.
Dante Alighieri Society
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ACKNOWLEDGEMENT & INFORMATION
Thanks to:
Prof. Massimo Arcangeli, Prof. and 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: [email protected]
Website: www.il-centro.net/dante
Dante Alighieri Society General Secretariat (Rome-Italy)
Tel: + + 39 06 6874531
Fax: + + 39 06 6873685
e-mail: [email protected].
Website: www.ladante.it
PLIDA (Rome-Italy)
Tel: + + 39 06 6873787
email: [email protected].