European educational policies highlight the importance of improving the initialtraining of future teachers, in order to raise the quality of educational systems and promote the integration of young people into the labor market. In this context, the University has the main task and the statutory responsibility of research for the most appropriate opportunities to train teachers who are able to face these challenges and who possess specific cultural tools. The aim of this paper is to describe the pedagogical-didactic model used to perform the activities of the laboratory of General Didactic and Educational Technology, achieved during the academic year 2015/2016, in the degree program LM85 bis at the University of Salerno, in order to show their teaching effectiveness in terms of students' active participation as a precondition necessary for the acquisition of cultural, educational and professional skills. The results achieved, in terms of process and product, are encouraging and, in our view, be attributed to the laboratory, as a place for discussion and mediation between teaching and training, as one of the potential solutions to innovate the university teaching and improve the quality of training. ; Le politiche d'istruzione europee sottolineano l'importanza di migliorare la formazione in ingresso dei futuri docenti per innalzare la qualità di sistemi scolastici e favorire l'inserimento delle giovani generazioni nel mercato del lavoro. In tal contesto, l'Università ha il compito precipuo e la responsabilità istituzionale di ri/cercare le più giuste occasioni per formare insegnanti all'altezza di questo compito e in possesso di specifici strumenti culturali. L'obiettivo del contributo è di descrivere il modello pedagogico-didattico utilizzato per svolgere le attività del laboratorio di Didattica generale e tecnologie didattiche, realizzato nell'Anno Accademico 2015/2016 nel corso di laurea LM85 bis presso l'Università di Salerno, al fine di mostrarne l'efficacia didattica in termini di partecipazione attiva degli ...
This paper analyses the XVIII century German translations of Les aventures de Télémaque (1699) by François de Salignac de la Mothe Fénelon. In that century, Fénelon's masterpiece was translated into German mainly by four authors (August Bohse, Benjamin Neukirch, Josef Anton Ehrenreich, Ludwig Ernst Faramond), who adapted the text according not also to the historical period, but also to their own purpose, creating completely different works. They transformed the original text in different text genres, from a utopian novel with political and pedagogical aims to a text in verse form for didactic purposes, or to an epic poem with pedagogical functions. To investigate the differences between the translations the paper will focus especially on the macrostructural and the paratextual elements in order to make preliminary hypothesis on 1) the text genre, 2) the functions of the text and 3) the expected audience. Examples and final conclusions will end the article.
Abstract – This paper analyses the XVIII century German translations of Les aventures de Télémaque (1699) by François de Salignac de la Mothe Fénelon. In that century, Fénelon's masterpiece was translated into German mainly by four authors (August Bohse, Benjamin Neukirch, Josef Anton Ehrenreich, Ludwig Ernst Faramond), who adapted the text according not also to the historical period, but also to their own purpose, creating completely different works. They transformed the original text in different text genres, from a utopian novel with political and pedagogical aims to a text in verse form for didactic purposes, or to an epic poem with pedagogical functions. To investigate the differences between the translations the paper will focus especially on the macrostructural and the paratextual elements in order to make preliminary hypothesis on 1) the text genre, 2) the functions of the text and 3) the expected audience. Examples and final conclusions will end the article.
ABSTRACT. Learning a new language needs a considerable effort for the learner and often the process create obstacles, barriers which compromise the success: use a playful approach to complete traditional didactic activities means not only incourage a creative and spontaneous use of language, but also to promote communication in an opportune and diversified context. The playful approach is not an exclusive characteristic of language didactics to children and teenagers, but it is proposed to different type of learners in order to motivate and support them during the process of learning another language. 1975 mark the turnpoint in linguistic education in Italy: if teaching has always been considered prevalent to learning, the " 10 tesi sull'educazione linguistica democratica" paper published by GISCEL (GISCEL 1975) put finally on the spot learners and the learning process, recongnising importance/ need to adjust teaching to their pace and time. The paper put the accent from that day on on the contrast among traditional pedagogy, which is the cause of damage and descriminate low classes. Flexibility of new pedagogy, cornerstone indisputable of democratic linguistic education, it would not be , instead the teacher focus on ultimate function of language use: the communicative power, premise of any concrete democracy. Just few years before 1975, in USA and Europe, an alternative teaching methodology spread, the communicative and affective approach which recongnise the complexity and difficulty of educational path of the learner in acquisitional linguistic and point out the wellness of learners. Due to this shift of the cornerstone of didactic act of the teacher, from him/her as the source of inscrutable knowledge, to the learner known as binomial of body-mind, a new concept of language, become instrument to interact in specific linguistic-cultural contexts, following the path of the project "Lingue Moderne" of European Council and the spread of notional-functional methodology. (Diadori et alumni, 2009). Today, after fourty years, the effect recognized to inner factors such as motivation, age, cognitive styles, attitude, emotional factors, and the kind of intelligence or intelligences, (Balboni, 2015) push teachers to project new different kind of didactic activities which can satisfied linguistic-comunicative needs of learners from every kind, whom teachers operate. From this point of view, playful approach symbolizes a proper answer to the troubles of multilevel and multiethnic classes (Caon 2006); this approach, it is not only a characteristic of context of children and youngers but enrich adult and young adults teaching contexts. The first chapter of this work examines the thoerical basis of the traditional view of the teaching foreign languages with a peculiar approach to neurolinguistics, acquisition and learning, communicative and affective approach; the methods derived from theories, some of them still used at school. The second chapter instead, centred on teaching foreign languages with playful approach, look deeply into its structure, methodology as well as technological and virtual revolution of this century. In the third chapter, the playful approach become concrete into a project devoloped in four classes: one part of the whole class followed traditional teaching methods, vs the other followed new method, where the approach illustrated in previous chapter came to life through traditional teaching playful activities, to new experimental method with activities on-line and social networks. The research would like to investigate the use of new teaching methods supported by technology would be helpful to the teacher and learners, if it elevates the learning process to a new level; which one or ones of the intelligences in Garden's approach will develop thank to playful activities or not.
Die Europäische Union versteht die kulturelle und sprachliche Vielfalt ihrer Mitgliedsstaaten als Identitätsmerkmal. Durch die Globalisierung und Industrialisierung kann man eine Annäherung der einzelnen Sprachgemeinschaften wahrnehmen, sodass eine erfolgreiche Kommunikation zwischen ihnen immer wichtiger wird. Ausgehend von diesen Faktoren wurde sich die Europäische Union der Wichtigkeit zur Förderung von Mehrsprachigkeit bewusst. In diesem Zusammenhang kommt der Fremdsprachendidaktik eine besondere Rolle zu. Die vorliegende Arbeit rückt die didaktische Anwendung der Interkomprehension in den Mittelpunkt. Das Phänomen der Interkomprehension wird definiert als das vollständige oder teilweise Verstehen einer sprachlichen Produktion in einer noch nicht erlernten Fremdsprache. Die Interkomprehensionsdidaktik, welche auf der sprachlichen Nähe zwischen Sprachen innerhalb derselben Sprachfamilie basiert, fokussiert das Erlernen von Fremdsprachen und zielt auf die Teilkompetenzen, vor allem auf die Lesekompetenz, ab. Im Gegensatz zur traditionellen Fremdsprachendidaktik verknüpft die Interkomprehensionsdidaktik sprachliches Vorwissen mit der neuen Sprache, indem sie Kompetenzen aller erlernten Sprachen verbindet, die einzelnen Sprachsysteme miteinander vergleicht und Lernerfahrungen miteinbezieht. In diesem Kontext stellen Lernersensibilisierung und Lernerautonomie, aber auch bewusstseinssteigernde Maßnahmen und Lernstrategien, Schlüsselbegriffe in der Interkomprehensionsdidaktik dar. Die vorliegende Arbeit beschäftigt sich mit den Möglichkeiten und Vorteilen der Interkomprehensionsdidaktik als alternative Herangehensweise zum traditionellen Fremdsprachenunterricht. ; The European Union considers the cultural and linguistic diversity of its member states an identical characteristic. Since the linguistic communities come closer to one another by reasons of globalization and industrialization, successful communication represents an essential factor. Therefore, the European Union has become aware of the importance of promotion of plurilingualism. Account being taken of these factors, foreign language didactics constitutes a fundamental aspect regarding the promotion of plurilingualism.This thesis deals with the didactical application of intercomprehension, a phenomenon which is defined as the understanding of a discursive production completely or partially in a foreign language without having acquired it through studying. Didactics of intercomprehension focusses on language acquisition based on linguistic affinity within the same linguistic family. The application of intercomprehension in foreign language didactics pays particular attention to partial competences, primarily to the competence of reading comprehension. In contrast to traditional foreign language didactics, the didactics of intercomprehension connects prior knowledge with the new language by unifying skills of all acquired languages, including learner experiences and comparing the language systems and linguistic structures. In this context, sensitization and learner autonomy, awareness-raising measures, consciousness of the own language acquisition process and learning strategies represent key terms in didactics of intercomprehension. This thesis presents the possibilities and benefits of didactics of intercomprehension as an alternative approach to traditional foreign language didactics. ; vorgelegt von Victoria Rainer ; Abweichender Titel laut Übersetzung der Verfasserin ; Zusammenfassungen in Deutsch, Italienisch und Englisch ; Karl-Franzens-Universität Graz, Diplomarbeit, 2017 ; (VLID)2099527
In the first half of the Seventeenth century, some of the most important and prolific military engineers at the service of Spain focused their attention on the northern Italian peninsula. In particular, interests laid on the border between the State of Milan and the Duchy of Savoy. In few decades, actions of fortification reinforcement of the cities located in the border were undertaken, along with the aggression and the conquest of some Piedmont's obsolete fortresses subsequently reinforced in the walls and the defence aimed at the prevention of a France-Savoy counterattack, after the unsuccessful sieges of Turin and Casale Monferrato (1640). Especially starting from the 1630s, Francesco Prestino stood out as " ingegnere maggiore dell'Esercito di sua maestà nostro signore nel Stato di Milano". In 1633, he was commissioned by Philip IV to draw an atlas of cities of the State of Milan, not yet identified. Teacher of Gaspare Beretta, who will replace him after his death, he was committed to the defence of the cities of the State of Milan during the war that broke out after the death of Vittorio Amedeo I of Savoy and the occupation of Piedmont by the Marquis of Leganés. Active in the newly Spanish fortress of Vercelli, he dealt with the strengthening and the maintenance of the walls signing, in the first half of the 1640s, a series of reports on the conditions of the fortresses of the State of Milan. The documents must be linked to an atlas of drawings preserved in the Biblioteca Nacional de España (already the subject of a contribution in the conference Fortmed 2015) and to a series of drawings dated 1642, preserved in the Biblioteca Ambrosiana of Milan and signed by Giovanni Giacomo Tensini, a military engineer who was also active in Gaspare Beretta's entourage.
Metaphors have always been an object of study. In the past many have shown interest towards this topic, at the beginning poets, philosophers, literature critics and later on also linguists and psychologists. However, it was at the end of the seventies, thanks to Howard Pollios study, that metaphors became an object of study for psychologists and linguists. As a student at the interpreting masters degree in Forlì, it was immediately clear that metaphors represented a major difficulty in interpreting. University lecturers have always tried to teach students to "kill the metaphor". This shows that all metaphors are different from one another, yet there is one thing that all metaphors share, that is, the obstacle that they represent for simultaneous interpreting. The first chapter of this dissertation is divided in two parts. The first one we will highlight the metaphors theory and will describe what approaches have been employed when dealing with this topic. The second part describes what simultaneous interpreting is. The second chapter deals with the political language and with the use of metaphors in this sector. The third and fourth chapter describe the experiment carried out to see how trainee conference interpreters deal with metaphors. Furthermore, chapter four will illustrate, what parameters have been chosen for the analysis of the interpreters' outputs and it contains a categorisation of all metaphors found in the source text. Chapter five will be divided in two parts, the first one, summarizes the interpreters' outputs and evaluates their quality with reference to the selected quality criteria. The second one, focuses on the outputs of the metaphors found in the source text and analyzes what translation techniques have been adopted. Having two different groups of interpreters, belonging to two different academic years, it will be interesting to analyze if, as far as the quality of the interpreters' outputs is concerned, substantial differences exist.
The research presented in this thesis focuses on the Italian iuris doctor Ippolito Marsili (Bologna 1450 - Bologna 1530). One of the founders of criminal law scholarship and teacher of the first known criminal law course, Ippolito Marsili is aknowledged as a prominent scholar of his age; nonetheless, his biographical and scientific profile still awaits an organic recontruction. The aim of the research is to examine a few aspects of the life and work of this jurist, in order to provide a starting point for a possible comprehensive study. The dissertation is divided into two parts. The first part is centered on Marsili's biography. In chapter 1 a short account of the Marsili family is presented; in particular, I highlighted the links of the family with the powerful Milanese Signoria of the Sforza. Chapter 2 is focused on the main stages of the jurist's life. After discussing a few problems concerning his doctoral degree (his alleged canon law degree is missing), I analyzed his professional career as a teacher - in Bologna - and as a judge - mainly in the Sforza dominion. The research shows a very strong, almost frantic connection between these two activities, which sometimes even seem to overlap; such a feature mirrors the bond between theory and practice of law that Marsili will later pour into his works. In his relationship with political power, our character reveals the struggle of the typically medieval, autonomous jurist to exercise his role in the growing, bureaucratic State entities. Finally, the research shows how - contrary to a generally accepted tradition - Marsili cannot be considered the inventor of the "sleep deprivation" torture technique, which he arguably gathered from the praxis of the Lugano (Switzerland). The biographical part is completed in chapter 3 with an account of Marsili's literary production: lecturae/commentaria and repetitiones on the Corpus iuris, a few tractatus, a collection of singularia and his consilia. The second part of the thesis examines Marsili's main work, a criminal law treatise named Practica criminalis Averolda nuncupata (approx. 1525). Chapter 4 summarizes the development of criminal law science and the literary genre of Tractatus or Practicae criminales. Marsili's work can be thought of as a transition point between the 'medieval forerunners' and the 'mature' modern Practicae: such a position awards it peculiar and noteworthy features. Chapter 5 is dedicated to the Averolda's formal properties, examined through a comparison with a few other medieval and modern works of the kind. Practicae criminales have a main practical nature: they rationalize the criminal law emerging from medieval courts and statutes outside the scope of the Corpus iuris. Compared to other works, however, Marsili's Practica has a strong theoretical and educational purpose, combined with the practical scopes. Despite being written in the first half of the sixteenth century, the sources employed in this work (as in all the medieval ones) are the roman-canon law and the opinio doctorum. The Courts' decisiones are rapidly overcoming the scholars' law, and will have a central role in the modern Practicae, giving a territorial facet to ius commune; nonetheless, the Averolda completely ignores them, standing by a universalis, scholar-led system. Marsili's use of scholastic dialectics and particularly of the quaestio - resounding medieval procedures - reveals the purpose of extracting general rules and principles from case law, rather than giving precise solutions to each issue; the author intends to guide the reader through the reasoning behind the ermeneutic process. On the contrary, the main modern Practicae tend to reduce the role of the opiniones doctorum - often generically summarized as communis opinio - and to provide definite, clear solutions to practical issues, following the Courts' stylus. Finally, the Practicae criminales are generally deemed to lack a significant contribution to the building of a dogmatic/systematic order specific to penal law. However, the research shows how both the medieval, dialectic patterns and the modern, rationalistic structures of these works do present a 'dogmatic development': through a diachronic analysis of the defensive activity in courtrooms, I highlighted how Marsili and his colleagues, with different methods, shape a set of rules and principles that gradually separate from the system of the Corpus iuris to form a new, modern system of criminal law. In chapter 6 I turned to the contents of the Averolda, examining the first stages of the per inquisitionem procedure. Specific attention is paid to the rules of imprisonment (carceratio), which show a variety of precautionary measures worthy of further, detailed analysis. Overall, the features of Marsili's Averolda mirror the professional outline of the author: both sides of the research clearly reveal a medieval scholar who faces the challenges of the incipient modern world with his own scientific and professional tools: destined to be progressively discarded, yet such tools prove to have been fruitful for the new age, and to provide us with a better understanding of legal history.
En el siguiente trabajo se quiere contribuir a la investigación en referencia a un tema muy complejo y siempre en evolución que es la seguridad en el trabajo, y específicamente en la valoración del riesgo de estrés-burnout dentro de la escuela. Se han tenido en cuenta los resultados de las pruebas sobre el estrés relacionado con el trabajo que los directores de las cinco escuelas secundarias de primer grado de la ciudad de Trapani han proporcionado a los maestros. Se detecta la presencia o ausencia de síndrome de desgaste en una muestra de 187 maestros. Los instrumentos utilizados fueron: 1. Cuestionario socio demográfico y de trabajo (en parte tomado de Carraro et al., 2003); 2. Maslach Burnout Inventory (Maslach y Jackson, 1981); 3. Check-list sobre estrés y relación con el trabajo (Decreto Legislativo no. 81 de 09/04/2008 complementado por el Decreto Legislativo 106 de 03/08/2009). A partir de la elaboración de los datos MBI se han obtenido las siguientes puntuaciones medias en las tres subcategorías de burnout: agotamiento emocional a 17,14 (DE 11,49); para la despersonalización 2,66 (DE 4,19); para la realización personal 34,65 (DE 9,85). Las puntuaciones medias obtenidas y su clasificación en alto, medio, bajo nivel, fuertemente coinciden con una muestra de referencia de italiano (adaptación y de calibración para Italia de Sirigatti y Stefanile 1993) lo que indica que el objeto de la muestra de estudio sigue la tendencia de la muestra italiana. Teniendo en cuenta las 27 posibles combinaciones de las tres subcategorías (Manassero et al (1994) y Guerrero (1998)) se obtuvieron cinco posibles niveles de agotamiento: ninguno (36,9%), bajo (15%), medio (16,6% ), bastante alto (13,9%) y alto (17,6%). El análisis de los datos sobre el estrés relacionado con el trabajo ha demostrado que la suma de las puntuaciones obtenidas en las tres áreas temáticas: indicadores de negocio, el marco de trabajo y el contenido del trabajo, se traduce en un bajo nivel de riesgo para el 64,29% de la muestra, un medio de riesgo en un 35,71% y 6 casos de alto riesgo (2,86%). En general este 35% + 2,86% de las respuestas se pierde en el cálculo final de la situación de riesgo que pasa a ser baja para todas las escuelas de la muestra. En cuanto a las respuestas a los indicadores individuales, y las puntuaciones de riesgo relacionados, las respuestas que más han influido en el medio o alto riesgo arreglo son los relativos a: la función y la cultura de la organización, el desarrollo profesional, el entorno de trabajo y equipos, programación de tareas, la carga trabajo. También las bajas por enfermedad en algunas escuelas han aumentado. Sin embargo, no hay detalles sobre el tipo de enfermedad, si las personas que se enferman son siempre las mismas o las causas de la enfermedad. Se debería profundizar en este aspecto. De la investigación llevada a cabo se evidencia cómo muchos factores de riesgo que predisponen al estrés de los maestros, están relacionados con la presencia o ausencia de habilidades interpersonales y/o habilidades de enseñanza como la gestión de un grupo-clase, gestión de relaciones con los alumnos con discapacidad, déficit de atención, o agresividad; gestión de la carga de trabajo (cursos de formación, reuniones, burocracia, etc.). En definitiva, la cuestión del estrés en el trabajo no es sólo un cumplimiento de la normativa. Se trata de favorecer el desarrollo de empresas/escuelas saludables, productivas y bien organizadas en las que disminuyen los accidentes, enfermedades, conflictos y disputas, a favor de un mejor clima y una calidad competitiva. ; The following work aims at contributing to the research concerning a very complex and always evolving issue as the occupational safety, and specifically in the evaluation of the work-related stress risk and burnout risk in the school organization. I have taken into account the test results on work-related stress administered by headmasters to secondary school teachers working in five schools located in the town of Trapani. The burnout syndrome survey concerned a sample of 187 teachers. The instruments used were: 1. Sociodemographic and working questionnaire (partly taken from Carraro et al. 2003); 2. Maslach Burnout Inventory (Maslach & Jackson, 1981); 3. Check-list on work-related stress (Legislative Decree no. 81 of 09/04/2008 supplemented by Legislative Decree 106 of 03/08/2009). From the elaboration of the MBI data, it is possible to acquire the following average scores in the three subcategories of burnout: for the emotional exhaustion to 17.14 (SD 11.49), for the depersonalization 2.66 (SD 4.19); for the personal fulfillment 34.65 (SD 9.85). The average scores obtained and their categorization into high, medium, low level, strongly coincide with an Italian reference sample (Adaptation and Calibration for Italy by Sirigatti and Stefanile 1993) indicating that the studied sample follows the trend of the Italian sample. Considering the 27 possible combinations of the three subcategories (Manassero et al (1994) and Guerrero (1998)) we got five possible burnout levels: none (36.9%), low (15%), medium (16.6% ), quite high (13.9%) and high (17.6%). The analysis of data on work-related stress has shown that the sum of the scores in the three thematic areas, that are business indicators, work context and work content, results in a low level of risk for 64.29% of the sample, medium risk with a 35.71% and 6 cases of high-risk (2.86%). Overall, this 35% + 2.86% of responses is lost in the final calculation of the situation of risk which is low for all the schools considered. Observing the responses to the different indicators and their related risk scores, the answers that have most influenced the medium or high risk score are those relating to: organizational function and culture, career development, working environment and equipment, task scheduling, load of work. Moreover, the absences due to sickness in some schools have increased, however, there are no details on the type of disease and on the causes that people attach to their disease, if people who get sick are always the same, etc. So, this figure should be deeply analyzed. From this research, it is possible to notice that many risk factors that predispose teacher to the teacher burnout, are related to the presence of skills which are across the teaching skill: class group management, relationship management with aggressive, bold or disabled pupils, work overload management (trainings, meetings, paperwork requirements, etc). Ultimately, to deal with the issue of occupational stress is not only a regulatory compliance, but it promotes the development of healthy, productive and well organized companies where accidents, conflicts and disputes decrease, in the side of a better climate and a competitive quality.
Esta investigación nace de la necesidad de identificar e investigar los procesos de desarrollo mental, basados en modelos didácticos, que promueven la integración lingüística y social de los alumnos extranjeros. El estudio quiere interrogar las posibilidades y limitaciones de este proceso, centrándose en la fuerza de integración de la escuela y, por lo tanto, en la posibilidad de confiar en contextos multiculturales y multilingües. Se somete a análisis la dimensión sociológica, psicológica, antropológica e incluso la legislativa, del fenómeno investigado. El principio teórico base de esta indagación es que la enseñanza precoz de una lengua extranjera, en particular el inglés, lengua franca de la sociedad multicultural en la que vivimos, sirve a la construcción de un espacio compartido entre todos los alumnos. La enseñanza de la lengua extranjera se convierte, pues, en una ayuda para socializar y acoger al alumno extranjero en nuestras clases. Los métodos de investigación han previsto la administración de test con preguntas abiertas a profesores de todos los niveles del sistema educativo que enseñan la lengua extranjera, distinguiéndolos por edad, sexo, situación laboral y años de servicio. El análisis de los resultados de los cuestionarios mostró que los profesores prefieren utilizar un enfoque metodológico comunicativo. Se utiliza ampliamente un planteamiento ecléctico, que requiere el uso de una variedad de metodologías y enfoques, eligiendo de cada uno las técnicas que el profesor retiene más efices y aplicándolas de acuerdo con los objetivos y el contexto. En particular, se usan mucho las llamadas "técnicas activas", que prevén la participación consciente del estudiante. En cuanto a la metodología, se privilegia sobre todo el enfoque funcional-nocional de tipo netamente comunicativo, dado que estamos en una sociedad en la que el inglés se entiende cada vez más como una lengua vehicular. Todos los encuestados creen que estas lecciones desarrollan la inclusividad del alumno extranjero, mediante la realización de actividades en parejas o en pequeños grupos en los que todos colaboran y se comprometen a superar las mismas dificultades. El estudio concluye con una serie de ejemplos de lecciones en las que surgió el papel crucial del estudio de la lengua extranjera para involucrar a los estudiantes extranjeros en las actividades propuestas y así facilitar su inclusión y socialización con el resto de la clase. ; This research resulted from the need to hilight and investigate those processes of mental development, based on didactic models and approaches, wich favour linguistic integration of foreign students as the first step in their social integration. The conducted study aims to question the possibility and limits of this process, by concentrating on the strenght of integration in school and therefore on the possibility of using it in multicultural and multilingual contexts. The aim of the investigation and analysis regards sociological, psycological antropological and even legal aspects of the issue in question. In a multicultural contest, like that which exists today, integration becomes a fundamental element and such aspects consequently form the aim of investigation and analysis, which are parallel to research. Moreover, these aspects are both fundamental and necessary for the pedagogical definition of the object of this study. The theoretical principal underlying this research is the early teaching of a foreign language and in particular, of the English language, a universal language of the multicultural society, in which we live; this early teaching is necessery to create a shared space between pupils whether they are foreign or not. As a result, the teaching of a foreign language becomes an aid in the socialization and acceptance of foreign pupils in our classes. The research method, also includes giving a questionnaire with open answers to foreign language teachers of all levels, categorising them by age, sex, permanent or non-permanent job, and length of employment. Analysing the results of the questionnaire, it emerged that teachers prefer to use a comunicative methodological approach aimed at developing fluency and ability of the language; more precisely this means carrying out specific tasks. An eclectic approach is greatly used and requires a variety of method and approaches, from which a teacher selects those he or she considers to be the most effective and applies them to the relative objectives and contexts. In particular, the so called active techniques are often used and they foresee the student's conscious participation, for example, role-playing. In the methodological field, the functional-notional method, which focuses on communication is generally favoured; it is directed at the learning of a language as a means of communication, considering that we are part of a society in which the English language is increasingly considered, more and more, as a vehicular language. Furthermore, all those teachers interviewed mantain that language lessons develop the inclusion of foreign students through activities in pairs or in small groups where everybody works together and where they are involved in overcoming the same difficulties, as well as taking part in role-play which facilitates communication. This study concludes with a series of examples of lessons, which show the fundamental role of studying a foreign language in involving foreign students in the proposed activities, which in turn favour their inclusion in and socialisation with the rest of the class.
