PER UN’ANALISI DELLA VITALITÀ DELLA LINGUA ITALIANA NEL MONDO
DOI:
https://doi.org/10.54103/2037-3597/20373Abstract
Il contributo intende applicare il modello C.O.D. (Capacity , Opportunity, Desire) allo studio della lingua italiana in alcuni contesti specifici. Il modello è stato sviluppato da Grin (1990, 2003) e poi successivamente da Grin e Vaillancourt (1998) e Lo Bianco (2008 con lo scopo di analizzare la vitalità di una lingua in un determinato contesto. Il modello verrà applicato in particolare al contesto statunitense, ma verranno anche presi in considerazione altri contesti, in particolare quelli in cui è presente una forte comunità italiana. L’ipotesi che si intende verificare è che lo studio della lingua italiana all’estero è vitale proprio grazie alla presenza di una comunità di persone di origine italiana i cui discendenti non solo vogliono studiare italiano, ma che anche contribuiscono a promuoverlo efficacemente presso coloro che non hanno nessun rapporto con l’Italia se non quello di voler entrare a far parte di quella comunità immaginata, definita con il termine di italicità (Bassetti 2015) che condivide i valori a cui è associata l’immagine dell’Italia. La conclusione è quindi quella di ridefinire il concetto di Heritage Language Learner fino a comprendere anche questi ultimi dentro quello più ampio di apprendente culturalmente connesso alla lingua e quindi di Heritage Language and Culture Learner.
For an analysis of the vitality of the Italian language in the world
The paper applies the C.O.D. (Capacity , Opportunity, Desire) model to the study of the Italian language in some specific contexts. The model was developed by Grin (1990, 2003) and then later by Grin and Vaillancourt (1998) and Lo Bianco (2008 with the aim of investigating the vitality of a language in a given context. The model will be applied specifically on the U.S. context, but other contexts will also be considered, particularly those in which there is a strong Italian community. The hypothesis that will be tested is that the study of the Italian language abroad is vital precisely because of the presence of a community of people of Italian origin whose descendants not only want to study Italian, but who also help to promote it effectively to those who have no relationship with Italy other than wanting to become part of the imagined community defined by the term italicity (Bassetti 2015) that shares the values associated with the image of Italy. The conclusion is therefore to redefine the concept of Heritage Language Learner to include them within the broader concept of culturally connected language learner and thus to define them as Heritage Language and Culture Learners.
Riferimenti bibliografici
ACIE (American Councils for International Education) (2017), The National K-12 Foreign Language Enrollment Survey Report: https://www.americancouncils.org/sites/default/files/FLE-report-June17.pdf.
ACTFL (American Council of Teachers of Foreign Languages) (2008), Foreign Language Enrollments in K–12 Public Schools: Are Students Prepared for a Global Society? ACTFL, Alexandria, (VA) USA: www.actfl.org.
ACTFL (American Council of Teachers of Foreign Languages) (2010), 2010 Cooperative Research Program. ACTFL, Alexandria, (VA) USA: https://www.actfl.org/sites/default/files/news/NRCCUA%20Cooperative%20Research%20Report%20for%20ACTFL%202010.pdf.
Bagna C. (2011), “America Latina”, in Vedovelli M. (a cura di), Storia Linguistica dell’Emigrazione Italiana nel mondo, Carocci, Roma, pp. 305-354.
Baker C., Jones S. P. (1998), Encyclopedia of bilingualism and bilingual education, Multilingual Matters, Clevedon.
Baldelli I. (a cura di) (1987), La lingua italiana nel mondo. Indagine sulle motivazioni allo studio dell’italiano, Istituto dell’Enciclopedia Italiana, Roma.
Bassetti P. (2015), Svegliamoci italici!, Marsilio, Venezia.
Berardi Whiltshire A. (2009), Italian identity and Heritage language motivation: five stories of heritage language learning in traditional foreign language courses in Wellington, New Zealand. PhD Dissertation. Massey University, Palmerston north, New Zealand. https://mro-ns.massey.ac.nz/bitstream/handle/10179/1170/02whole.pdf?sequence=1&isAllowed=y.
Berruto G. (2016), “Sulla vitalità delle linguae minores. Indicatori e parametri”, in Pons A. (a cura di) Vitalità, morte e miracoli dell’occitano. Atti del Convegno del 26 settembre 2015. Ass. Amici della Scuola Latina, Pomaretto, pp. 11-26. Bertagna F. (2009), La stampa italiana in Argentina, Donzelli, Roma.
Bisanti T. (2020), “La didattica dell’italiano LS: uno sguardo alla Germania”, in Italiano LinguaDue, 12, 1, pp. 125-142:
https://riviste.unimi.it/index.php/promoitals/article/view/13749.
Bonfatti Sabbioni M. T. (2018), Italian as a Heritage Language Spoken in the U.S. PhD Thesis. University of Wisconsin-Milwaukee. Theses and Dissertations, 1757: https://dc.uwm.edu/etd/1757.
Brezinger M. (a cura di) (2007), Language diversity endangered, Mouton de Gruyter, Berlin.
Bruni F. (2013), L’italiano fuori d’Italia, Franco Cesati Editore, Firenze. Carnevale N. C. (2009), A New Language, a New World. Italian Immigrants in the United States, 1890-1945, University of Illinois Press, Chicago.
Cho G., Kyung-Sook C., Tse L. (1997), “Why Ethnic Minorities Want to Develop Their Heritage Language: The Case of Korean-Americans”, in Language, Culture and Curriculum, 10, 2, pp. 106-112.
Coccia B., Vedovelli M., Barni M., De Renzo F., Ferreri S., Villarini A. (a cura di) (2021), Italiano2020: Lingua nel mondo Globale, Apes, Roma.
Cummins J. (1991), “Introduction”, in The Canadian Modern Language Review, 47, 4, pp. 601-605.
De Fina A., Bizzoni F. (a cura di) (2003), Italiano e Italiani fuori d’Italia, Guerra, Perugia.
De Fina A., Fellin L. (2010), “Italian in the US”, in Potowski K. (ed.) Language diversity in the USA, Cambridge University Press, Cambridge, pp. 195-205.
De Fina A. (2012), “Family interaction and engagement with the heritage language: A case study”, in Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 31, 4, pp. 349-379. De Fina A. (2014), “Italian and Italians in the United States”, in Wiley T. G., Peyton K. J., Christian D., Moore S. C. K., Liu N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States, Center for Applied Linguistics (CAL) Washington, DC, Routledge, New York.
Dolci R. (2016), “La lingua e la cultura italiana come strumenti per la promozione dell’immagine dell’Italia”, in Lamarra A. M., Diadori P., Caruso G., (a cura di), Scuola di formazione di italiano Lingua Seconda/Lingua Straniera: Competenze d’uso e integrazione. Guida, Napoli, pp. 11-29.
Dolci R. (2017), “Profilo dello studente di lingua italiana negli USA”, in Noli V. (a cura di), L’italiano nelle reti, Società Dante Alighieri, Roma, pp. 219-240.
Dolci R. (2018), “L’educazione linguistica è educazione alla pace”, in Santipolo M., Mazzotta P. (a cura di), L’Educazione Linguistica oggi: Nuove sfide tra riflessioni teoriche e proposte operative. Scritti in onore di Paolo E. Balboni, UTET, Torino, pp. 33-38. Dolci R. (2020), “The AP Italian Language and Culture Exam: A Brief History Through a Data Analysis”, in Italica, 97, 4, pp. 752-796.
Dolci R. (2022), “The vitality of Italian as a Heritage Language in the United States”, in Mosaic, 13, 2: pp. 82-113.
El Beih W. (2019), “La didattica dell’italiano in Egitto e il mercato del lavoro”, Presentazione al convegno La didattica dell’italiano LS in area mediterranea, Tunisi 5-6 Aprile 2019. Fishman J. A. (1991), Reversing language shift, Multilingual Matters Ltd., Clevedon.
Fishman J. A. (2001), “300-Plus Years of Heritage Language Education in the United States”, in Peyton J. K.,. Ranard D. A., McGinnis S. (eds.), Heritage Languages in America: preserving a National Resource, Center for Applied Linguistics (CAL) Washington, DC, Delta Systems Co. McHenry, IL, pp. 81-98.
Gallina F. (2011), “Australia e Nuova Zelanda”, in Vedovelli M. (a cura di), Storia Linguistica dell’Emigrazione Italiana nel mondo, Carocci, Roma, pp. 429-476.
Giovanardi C., Trifone P. (2012), L’italiano nel mondo, Carocci, Roma.
Grassi C., Sobreto A. A., Telmon T. (2003), Introduzione alla dialettologia italiana, Laterza, Bari.
Hajek J., Aliani R., Slaughter Y. (2022) “From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)”, in History of Education Quarterly, 62, pp. 475-497.
Haller H. (1987) “Italian speech varieties in the United States and the Italian-American lingua”, in Italica, 64, 3, pp. 393-409.
Haller H. (1993), Una lingua perduta e ritrovata, La Nuova Italia, Firenze.
Kelleher A. (2010), “Who is a heritage language learner?”, in Heritage Brief, Center for Applied Linguistics:
https://www.cal.org/heritage/pdfs/briefs/Who-is-a-Heritage-Language-Learner.pdf.
King K. A., Ennser-Kananen J. (2013), “Heritage Languages and language Policy”, in Chapelle C. A. (ed.), The Encyclopedia of Applied Linguistics, Blackwell Publishing Ltd. Hoboken, NJ, pp. 3-6.
Kondo-Brown K. (2003), “Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds”, in Heritage Language Journal, 1, 1, pp. 1-25: https://doi.org/10.46538/hlj.1.1.1. La Gumina S. Cavaioli F. J., Primeggia S., A. Varacalli J. A. (eds.) (2000), The Italian American Experience: An Encyclopedia, Routledge, London-New York.
Lewis M. P., Simons G. F. (2010), “Assessing endangerment: Expanding Fishman’s GIDS”, in Revue roumaine de linguistique (RRL), 55, 2, pp. 103-120. Lier Van L. (2006), The Ecology and Semiotics of Language Learning. A Sociocultural perspective, Springer, Dordrecht.
Lo Bianco J. (2008a), “Organizing for multilingualism: Ecological and sociological perspectives”, in Keeping language diversity alive: A TESOL symposium. Teachers of English to Speakers of Other Languages (TESOL), Alexandria, VA, pp. 1-18.
Lo Bianco J. (2008b), “Policy activity for heritage languages: Connections with representation and citizenship”, in Brinton D. M., Kagan O., Bauckus S. (eds.) Heritage language education: A new field emerging, Routledge, New York, pp. 53-69.
Lo Bianco J., Peyton K. J. (2013), “Vitality of Heritage Language in the United States: The role of Capacity, Opportunity and Desire”, in Heritage Language Journal, 10, 3, pp. i-viii.
Lo Bianco, J. (2014), “Documenting Language Loss and Endangerment Research Tools and Approaches.” in Wiley T. G., Peyton K. J., Christian D., Moore S. C. K., Liu N. (a cura di) Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice, Routledge, London-New York, pp. 54-65.
Looney, D., Lusin, N. (2019), Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report, MLA, Web publication: https://www.mla.org/content/download/110154/file/2016-Enrollments-Final-Report.pdf.
Milione V., Gambino C. (2009), Sì parliamo italiano! Globalization of the Italian culture in the United States, Calandra Institute, New York.
Pavlenko A. Norton B. (2007), “Imagined Communities, Identity, and English Language Learning”, in Cummins J., Davison C. (eds.),
International Handbook of English Language Teaching, Springer International Handbooks of Education, 15, Springer, Boston: https://doi.org/10.1007/978-0-387-46301-8_43.
Peyton K. J., Ranard D. A., McGinnis S. (eds.) (2001), Heritage Languages in America: preserving a National Resource, Center for Applied Linguistics (CAL) Washington, DC, and Delta Systems Co. McHenry, IL.
Polinsky M., Kagan O. (2007), “Heritage languages: In the ‘wild’ and in the classroom”, in Language and Linguistics Compass, 1, 5, pp. 368-395.
Rhodes N. C., Pufahl I. (2009), Foreign language teaching in US schools: Results of a national survey. Center for Applied Linguistics, Washington, DC: https://www.cal.org/wpcontent/uploads/2022/08/ForeignLanguageExecutiveSummary.pdf.
Scalera D. (2003), “The Invisible Learner: Unlocking the Heritage Language Treasure”, in Language Association Journal, 55, 2:
http://www.geocities.ws/dmscalera/invisible.pdf.
Scontras G., Fuchs Z. Polinsky M. (2015), “Heritage language and linguistic theory”, in Frontiers in psychology, 6, pp. 1-20:
https://scholar.harvard.edu/files/mpolinsky/files/fpsyg-06-01545.pdf.
Serra R. (2017), “Intrecci linguistici. Lingue e dialetti italiani tra i giovani italoamericani nella grande area di New York”, in Forum Italicum, 51, 3, pp.1-34.
Shell M. (2001), “Languages at War”, in CR: The New Centennial Review, 1, 2, pp. 1-17. Trifonas P. P., Aravossitas T. (eds.) (2018), Handbook of Research and Practice in Heritage Language Education, Springer International, Cham (CH).
Turchetta B. (2005), Il mondo in Italiano, Laterza, Bari-Roma.
Turchetta B. (2018), “Modelli linguistici interpretativi della migrazione italiana”, in Turchetta B., Vedovelli M. (a cura di), Lo spazio linguistico italiano globale; il caso dell’Ontario, Pacini, Pisa, pp. 73-105.
Turchetta B., Di Salvo M. (2018), “Analisi dei dati quantitativi”, in Turchetta B., Vedovelli M. (a cura di), Lo spazio linguistico italiano globale; il caso dell’Ontario, Pacini, Pisa, pp. 121-170.
Turchetta B., Vedovelli M. (a cura di) (2018), Lo spazio linguistico italiano globale; il caso dell’Ontario, Pacini, Pisa.
UNESCO Ad Hoc Expert Group on Endangered Languages (2003), Language Vitality and Endangerment, UNESCO, Paris.
Valdés G. (2001), “Heritage language students: Profiles and possibilities”, in Peyton K. J., Ranard D. A., McGinnis S. (eds.), Heritage Languages in America: preserving a National Resource, Center for Applied Linguistics (CAL), Washington, DC, Delta Systems Co. McHenry, IL, pp. 37-80.
Van Deusen-Scholl N. (2003), “Toward a Definition of Heritage Language. Sociopolitical and Pedagogical Considerations”, in Journal of Language, Identity, and Education, 2, 3, pp. 211-230.
Vedovelli M. (a cura di) (2011), Storia Linguistica dell’Emigrazione Italiana nel mondo, Carocci, Roma.
Wiley T. G. (2001), “On defining Heritage Languages and Their Speakers”, in Peyton K. J., Ranard D. A., McGinnis S. (eds.), Heritage Languages in America: preserving a National Resource, Center for Applied Linguistics (CAL), Washington, DC, Delta Systems Co. McHenry, IL, pp. 29-36.
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Condividi allo stesso modo 4.0.
