AATI Newsletter Messaggio del Presidente Carissime colleghe e carissimi colleghi, Sono commosso nello scrivere il mio ultimo messaggio da presidente dell’AATI. Vorrei innanzitutto ringraziare tutti i membri che hanno risposto e appoggiato i vari cambiamenti fatti per la crescita della nostra associazione. In questi due anni si è fatto molto per ristabilire l’AP e per rendere l’AATI più vicina alle nuove realtà contemporanee e per includere tutti i soci. Abbiamo sponsorizzato vari workshop per gli insegnanti; il prossimo si terrà a Miami per la fine di ottobre. Vi prego di incoraggiare gli insegnanti e possibili interessati a iscriversi e a tutti i soci di contribuire alla campagna di iscrizione all’AATI portata egregiamente avanti da Salvatore Bancheri. Inoltre, v’informo che a Boston sarà annunciato a chi sarà assegnato il premio che la nostra associazione assegna per riconoscere un socio che si è distinto nello sviluppo e nella divulgazione della lingua, della cultura italiana e che ha anche reso servizio alla nostra organizzazione. Penso che dovremmo collaborare di più con l’AAIS e che dovremmo continuare ad organizzare un convegno annuale in Italia. Personalmente continuerò a promuovere la riunificazione delle due associazioni. Tra gli altri progetti che si dovrebbero portare avanti è la possibilità che l’AATI inizi a pubblicare manoscritti, monografie e libri di testo. Inoltre, invito le nuove leve di italianisti a coinvolgersi di più; l’associazione ha bisogno di un cambio generazionale. Mi piacerebbe avere i vostri suggerimenti in merito. Vi prego di scrivermi e di mandarmi anche argomenti per la riunione di Denver. Prima di lasciarvi, ringrazio Bancheri, Tamburri, Nuessel, tutti i membri dell’EC, Ciccarelli (Italica) e Bondavalli (Newsletter) e i vari colleghi che in questi due anni hanno svolto un ottimo servizio nei vari comitati. Un cordiale saluto Antonio Vitti IN THIS ISSUE 1. Messaggio del Presidente 4. Announcements 5. Details on reinstated AP Italian 7. AP Workshop in Miami, FL 8. Courses and OPI Training 9. AATI @ ACTFL in Denver 10. Calls for Papers 13. Regional News 14. Publications AMERICAN ASSOCIATION OF TEACHERS OF ITALIAN FALL 2011
Transcript
AATI Newslet terMessaggio del Presidente
Carissime colleghe e carissimi colleghi,
Sono commosso nello scrivere il mio ultimo messaggio da presidente dell’AATI. Vorrei innanzitutto ringraziare tutti i membri che hanno risposto e appoggiato i vari cambiamenti fatti per la crescita della nostra associazione. In questi due anni si è fatto molto per ristabilire l’AP e per rendere l’AATI più vicina alle nuove realtà contemporanee e per includere tutti i soci.
Abbiamo sponsorizzato vari workshop per gli insegnanti; il prossimo si terrà a Miami per la fine di ottobre. Vi prego di incoraggiare gli insegnanti e possibili interessati a iscriversi e a tutti i soci di contribuire alla campagna di iscrizione all’AATI portata egregiamente avanti da Salvatore Bancheri. Inoltre, v’informo che a Boston sarà annunciato a chi sarà assegnato il premio che la nostra associazione assegna per riconoscere un socio che si è distinto nello sviluppo e nella divulgazione della lingua, della cultura italiana e che ha anche reso servizio alla nostra organizzazione.
Penso che dovremmo collaborare di più con l’AAIS e che dovremmo continuare ad organizzare un convegno annuale in Italia. Personalmente continuerò a promuovere la riunificazione delle due associazioni. Tra gli altri progetti che si dovrebbero portare avanti è la possibilità che l’AATI inizi a pubblicare manoscritti, monografie e libri di testo. Inoltre, invito le nuove leve di italianisti a coinvolgersi di più; l’associazione ha bisogno di un cambio generazionale. Mi piacerebbe avere i vostri suggerimenti in merito. Vi prego di scrivermi e di mandarmi anche argomenti per la riunione di Denver.
Prima di lasciarvi, ringrazio Bancheri, Tamburri, Nuessel, tutti i membri dell’EC, Ciccarelli (Italica) e Bondavalli (Newsletter) e i vari colleghi che in questi due anni hanno svolto un ottimo servizio nei vari comitati.
Un cordiale saluto
Antonio Vitti
IN THIS ISSUE
1. Messaggio del Presidente4. Announcements5. Details on reinstated AP Italian 7. AP Workshop in Miami, FL 8. Courses and OPI Training9. AATI @ ACTFL in Denver10. Calls for Papers13. Regional News14. Publications
AMERICAN ASSOCIATION OF TEACHERS OF ITALIAN FALL 2011
President:Antonio Carlo VittiIndiana University
Department of French and ItalianBallantine Hall 6421020 E. Kirkwood Avenue
Election resultsNew AATI officers The newly-elected AATI officers are as follows:
Vice-Presidents (three-year term, 2012-2014):
Vice-President High School: Mario Costa (LaGuardia
High School)
Vice-President University: Maria Rosaria Vitti-
Alexander (Nazareth College)
Regional Representatives (four-year term,
2012-2015):
New York: Irene Marchegiani (SUNY, Stony Brook)
South/Southeast: Francesco Fiumara (Southeastern
Louisiana University)
Plains/Southwest: Ryan Calabretta-Sajder (Rice
University)
Rocky Mountains-Far West: Cinzia Noble (Brigham
Young University)
Canada: Paul Colilli (Laurentian University)
Congratulations to all!
Riconoscimenti per studenti universitari Gamma Kappa Alpha
Cari Colleghi,Vorrei farvi avere delle ultime informazioni in riguardo alla nostra Gamma Kappa Alpha che continua a crescere. Siamo giunti al bel numero di 84 'Chapters' attivi.Se conoscete Colleges e Università che non hanno ancora aderito alla GKA, per favore, incoraggiateli. La 'induction ceremony', che di solito si tiene a fine anno accademico, è un riconoscimento unico e ben accolto: il certificato della GKA ed il cordone onorario da mettere il giorno della laurea (il cordone con il tricolore italiano), una cerimonia in presenza di rappresentanti dell'università, delle famiglie degli studenti coinvolti e di tanti altri che sarebbero incoraggiati a continuare gli studi di italiano.Vorrei inoltre ricordarvi la possibilità di candidare uno dei vostri migliori studenti per la Gamma Kappa Alpha Award for Scholarship. Per tutte le informazioni potete rivolgervi a:Maria Rosaria Vitt-AlexanderNazareth [email protected]
College Essay Award
College Essay Award 2011 The winners of the 2011 edition of the College Essay Contest are:Agustin Paniagua, Yale University. Best Essay in Italian
“Il Mezzogiorno di Lampedusa e di Levi: un'analisi comparata” ( Prof. Risa Sodi)Lauren Campbell, Yale University.
Best Essay in English“The Relationship Between Consumption and Compassion in The Decameron and Mostly Martha” (Prof.
Risa Sodi)
College Essay ContestBando di concorsoSi comunica il bando di concorso per il miglior saggio redatto da studenti undergraduate nelle università del Nord America. Si invitano pertanto tutti i colleghi a
presentare i migliori saggi dei propri studenti perché vengano considerati per questo prestigioso riconoscimento. Si accettano saggi sia in inglese che in italiano, poiché verranno assegnati due premi distinti, uno per lingua. I
vincitori riceveranno un premio di $500. I saggi presentati dovranno * riguardare questioni di lingua, letteratura, cinema e
cultura italiana; * avere una lunghezza di 6-10 cartelle, doppia interlinea, formato Word, stile MLA;
* essere composti durante l’anno accademico e consegnati elettronicamente entro il 1 giugno di ogni anno * essere presentati direttamente da professori regolarmente iscritti all’AATI;
* essere accompagnati dal Cover Sheet (link per Cover Sheet).I risultati del concorso verranno comunicati entro il 15
settembre di ogni anno e la premiazione avrà luogo al convegno annuale dell’AATI/ACTFL.Comitato di selezione: Antonello Borra (University of
Vermont), Ernesto Livorni (University of Wisconsin-Madison).Per ulteriori informazioni e eventuali proposte contattare Antonello Borra, [email protected].
INVESTOR NEWSLETTER ISSUE N°3 FALL 2009AATI NEWSLETTER FALL 2011 4
With the reinstatement of the AP® Italian Language and Culture Exam for May of 2012, the College Board has announced changes to the course and exam. A new Course and Exam Description is available at apcentral.collegeboard.com/italian. The publication includes the Curriculum Framework with learning objectives and achievement level descriptions, and sample exam questions with scoring guidelines.
AP Italian Language and Culture Course. The following summary presents key revisions to AP Italian Language and Culture Course:
Alignment with national standards. The course features a meaningful integration of the five goal areas (the 5 Cs) of the Standards for Foreign Language Learning in the 21st Century. When communicating, students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).
Focus on communication. The course provides students with opportunities to demonstrate their proficiency in each of the three modes of communication—Interpersonal, Interpretive, and Presentational. The course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Language structures should be addressed inasmuch as they serve the communicative task and not as an end goal unto themselves.
Integration of culture. The course develops students’ awareness and appreciation of cultural products, both tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes and assumptions that underlie both practices and products).
A thematic approach. Organizing the course around themes encourages the study of a variety of language concepts in interesting, meaningful and engaging contexts. The course includes six themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, beauty and aesthetics.
Clear learning objectives. The learning objectives form the core of the course and identify what students should know and be able to do across the three modes of communication. They are organized into six groups: spoken interpersonal
communication, written interpersonal communication; audio, visual and audiovisual interpretive communication; written and print interpretive communication; spoken presentational communication; written presentational communication.
Assessment of student performance. Achievement level descriptions define features of student performance for each group of learning objectives. They describe expected student performance within the Intermediate to Pre-Advanced range in the ACTFL Performance Guidelines for K–12 Learners. Teachers can use this information to develop better insight into student performance and adjust curriculum and instruction.
AP Italian Language and Culture Exam. With revisions to the AP Italian Language and Culture Course, the AP Italian Language and Culture Exam will also be revised to reflect the Curriculum Framework. The Exam assesses students’ proficiencies in the Interpersonal, Interpretive, and Presentational modes of communication. The following summary presents key revisions to AP Italian Language and Culture Exam:
Format of the Exam. The exam will continue to be approximately 3 hours long and include both an 80-minute multiple-choice section and an 85-minute free-response section. The multiple-choice section will account for half of the student’s exam grade and the free-response section for the other half.
Multiple-choice Section. This section of the exam has not been changed. It primarily assesses Interpretive Communication by asking students to identify main ideas, significant details, purpose, and intended audience of a variety of texts and to make inferences and predictions based on them. Section I, Part A, consists of a variety of audio materials, including conversations, announcements, instructions, advertisements, and news reports. Section I, Part B, consists of a variety of print materials, including journalistic and literary texts, announcements, advertisements, tables, and charts.
Free-response Section. This section has been completely revised. The paragraph completion tasks have been removed from the exam and exam tasks in this section will assess Interpersonal and Presentational Communication by requiring students to produce written and spoken responses.
Free-response, Part A. In this section students demonstrate their ability to write in the Interpersonal mode by reading and replying to an e-mail message. Then, using the Presentational mode, they write a persuasive essay based on three sources that present different viewpoints on a topic. Students read an article, study a table or graphic, and listen twice to a related audio text. Then they have 40 minutes to write an essay in response to a prompt using the information from all three sources
INVESTOR NEWSLETTER ISSUE N°3 FALL 2009AATI NEWSLETTER FALL 2011 5
Details on the Reinstated AP® Italian Language and Culture Course and Exam Announced
(AP continued)to present and defend their own viewpoint. Students have
access to the print sources and any notes they may take on the audio text during the entire 40-minute writing period.
Free-response, Part B. This section assesses speaking in the Interpersonal mode by asking students to respond to questions as part of a simulated conversation. Students are provided a preview of the conversation, including an outline of each exchange. Part B also assesses speaking in the Presentational mode by requiring students to make a 2-minute presentation in response to a prompt on a cultural topic. In their presentation, students compare cultural features of their own community to those found in an area of the Italian-speaking world with which they are familiar. Students are encouraged to cite examples from materials they’ve read, viewed, and listened to, as well as from personal experiences and observations.
AP Course Audit. As announced by the College Board in November, AP Italian teachers with courses previously authorized through the AP Course Audit (from the 2007-08 and/or 2008-09 school year) will not be required to resubmit syllabi for authorization, but may need to update their AP Course Audit account information beginning in March 2011. Teachers, Administrators, and AP Coordinators have been contacted with directions on how to update their account information to ensure that previously authorized courses are available for renewal by administrators in August 2011. Schools wishing to offer AP Italian Language and Culture should include the course in their catalogues for the 2011-12 academic year.
Professional Development Opportunities. The AP Annual Conference 2011 in San Francisco, CA on July 20-24 will feature a pre-conference workshop for AP Italian, as well as conference
sessions for Italian teachers. The College Board invites you to participate in the largest annual gathering of the Advanced Placement and Pre-AP communities.
The College Board is sponsoring an all day pre-conference workshop at the annual ACTFL/AATI Convention on Thursday, November 17, 2011. For more information visit www.actfl.org. There will also be AATI conference sessions to introduce the revised course and exam November 18-20, 2011. The complete ACTFL program will be posted at www.actfl.org later this year.
AP Italian Language and Culture Exam Development Committee
Patricia Di Silvio, Tufts University, Medford, MA; Committee Chair
Elvira Di Fabio, Harvard University, Cambridge, MALuz Miliani, Félix Varela High School, Miami, FLPaola Morgavi, Northwestern University, Evanston, ILTeresa L. Picarazzi, The Hopkins School, New Haven, CTPaola Scazzoli, Wheaton High School, Wheaton, MD
College Board AdvisorElizabeth Bartolini-Salimbeni, Cibola High School,
Albuquerque, NMChief ReaderFrank Nuessel, University of Louisville, Chief ReaderEducational Testing Services Assessment SpecialistsVincent Bertolini, David Baum and Bill Rollins
College Board StaffKeith Cothrun
INVESTOR NEWSLETTER ISSUE N°3 FALL 2009AATI NEWSLETTER FALL 2011 6
Participants will have an opportunity to engage in a professional exchange of ideas on beginning and or continuing an AP Italian Language and Culture Course. They will carefully review an AP Italian exam in order to learn specific instructional techniques for teaching the four skills and the cultural component incorporated into the AP exam.”
Registration is open until October 25 and free for members of the national AATI ($55 for non-members). Registration fee includes: breakfast, lunch and hand-outs material are offered by the College BoardYou can register by email ONLY: [email protected]
Program
08:00 - 08:45Coffee and registration
08.45Opening remarks: Dr. Antonio C. Vitti, AATI President
09.00-10.45AP Italian Language and Culture Course and Exam AP Course AuditKeith Cothrun05 -The College BoardDirector, World Languages and CulturesAdvanced Placement Programs10:45 - 11:00Questions
11:00-12:55Confronting the new AP challenge, positively!Nicoletta Sella The Linsly School – Wheeling, WV
12.00-13.00Developing Listening and Reading skillsNicoletta Villa Sella, Linsly School
13:00 - 14:00 Lunch
14:05 - 15:45Syllabus for advanced coursesLucrezia G. LindiaEastchester School District, Eastchester, NYWestchest Community College
15:45 - 16:00 Questions and answersAll presentersModerator: Antonio Vitti (AATI)
AATI Workshop on AP Language and Culture CourseFriday, October 28, 2011Florida International University, Modesto A. Maidique Campus (MMC)11200 S.W. 8th StreetMiami, Florida 33199Room: GC 140 Gran Center
The ACTFL Oral Proficiency Interview (OPI) is a valid and reliable testing method that measures how well a person speaks a language. It is a standardized procedure for the global assessment of functional speaking ability.
Because an ACTFL OPI rating provides a common metric for describing a speaker’s functional ability in a language, it serves as a way of providing articulation among language programs. OPI ratings are commonly used for purposes of admission into programs, placement, within a language sequence, and determination of the fulfillment of exit or graduation requirements. Establishing proficiency outcomes in terms of the descriptors contained in the ACTFL Proficiency Guidelines provides a framework for design and development of curriculum for language courses and sequences of language courses. Proficiency testing of students is also used as a means of evaluating the effectiveness of language programs.
Italian 4-day Full OPI training presents the theory and pedagogical applications and implications of the OPI, and offers opportunities to practice interviews with speakers at the Novice, Intermediate, Advanced and Superior levels of language proficiency.
Daily Schedule
8:30- 9:00am breakfast
9:00-10:30am training
10:30-10:45am coffee break
12:30-1:30pm lunch break
1:30-4:30pm training
The registration fee includes training materials, 4 breakfasts and 4 lunches.
INVESTOR NEWSLETTER ISSUE N°3 FALL 2009AATI NEWSLETTER FALL 2011 8
Studiare lingua e cultura italiana a Siena
Corsi all’Università per Stranieri di Siena
L'Università per Stranieri di Siena propone corsi di Lingua e Cultura italiana tutto l'anno, corsi specifici di lingua per docenti (gennaio e luglio), corsi a richiesta, corsi per gruppi, corsi speciali per adolescenti, corsi su linguaggi settoriali. I corsi, della durata di un mese o più mesi (80 ore mensili, circa 4 ore al giorno, mattina o pomeriggio) si svolgono prevalentemente presso la sede di Piazza Rosselli 27-28, Siena. Inverno 2012
9 gennaio - 30 marzoI mese 9-31 gennaioII mese 1-29 febbraioIII mese 5-30 marzo
Primavera 2012
2 aprile - 29 giugnoI mese 2-27 aprileII mese 2-31 maggioIII mese 4-29 giugno
Estate 20124 luglio - 28 settembreI mese 4-31 luglioII mese 1-31 agostoII mese 3-28 settembre
Autunno 20121 ottobre - 21 dicembreI mese 1-31 ottobreII mese 5-30 novembreIII mese 3-21 dicembre
AATI @ ACTFLAP Italian Language and Culture Pre-Conference Workshop
Thursday, November 17, 20119:00 a.m. - 4:30 p.m.Colorado Convention Center, Room 109
In this College Board workshop, participants will engage in a professional exchange of ideas surrounding the revised AP Italian Language and Culture course. Participants will examine components of the AP curriculum framework including learning objectives, descriptions of expected student performance and themes. They will discuss instructional design for the course that integrates cultural content into language lessons and connects the modes of communication in meaningful ways. Participants will review various types of authentic audio and print texts to be used as stimulus materials for the revised AP Italian Language and Culture exam and examine sample questions for multiple choice and free response sections of the exam. Portions of this workshop will be conducted in Italian. This workshop is limited to 35 participants.
Presenters: Beth Bartolini-Salimbeni, Cibola High School and Bruna Boyle, University of Rhode Island
The complete AATI-ACTFL program in Denver, Colorado 18-20 November 2011 is available on line on the AATI website: http://www.aati-online.org/
Frank NuesselUniversity of Louisville
AATI NEWSLETTER FALL 2011 9
Calls for PapersNew Trends in Italian Cinema and Media
Inaugural Issue of the Journal of Italian Cinema and Media Studies. Published by Intellect Ltd.Editor: Flavia Laviosa, Wellesley College (United States)
The Journal of Italian Cinema and Media Studies (JICMS) is a new English-language forum for theoretical, methodological and critical debate on Italian film and media production, reception and consumption. It provides a platform for dialogue between academics, filmmakers, cinema and media professionals. This peer-reviewed journal invites submissions of scholarly articles relating to the artistic features, cultural themes, international influence and history of Italian film and media as art forms and industries.
Within the realm of a post-national and trans-cultural debate, the purpose of the JICMS is to refer to Italy as the unifying geo-cultural site for a contemporary discussion on translocal cinema. The journal aims to elaborate a multifaceted definition of Italian cinema, transcending geo-ethnic land and sea borders and moving away from merely celebratory local cinematic experiences.
The JICMS intends to revive a critical discussion on the auteurs and celebrate the dynamic role played by new directors, revisit the historiography of Italian cinema, and devote attention to Italophone filmmakers and accented cinema. The journal welcomes contributions which explore the impact of globalisation on the Italian film industry, the encounters between cinema and other art forms, the hybridisation of film and media aesthetics, the relationships of multimodal communication and inter-medial practices, and the development of innovative transmedia texts and crossmedia narratives.
The JICMS also invites submissions which examine experimental cinema, video art, short films, long/short feature and documentary animation, original and adapted screenplays, film music (songs and scores), issues of stardom and reception studies. The professional contributions of screenplay writers, art directors, cinematographers, film editors, costume designers and make-up artists are also potential subject areas for submissions.
Interested contributors should send 500 word abstracts outlining the topic, approach and theoretical bases, relevant bibliography and filmography, and 200 word biographical notes (listing academic publications) to the Editor to the following address: [email protected] by October 10, 2011.
Notification of selected abstracts will be sent to authors by October 15, 2011.
Complete essays of 5,000-6,000 words will be due by January 15, 2012. All papers will undergo anonymous peer-review by the journal’s international board.
Flavia Laviosa is Senior Lecturer in the Department of Italian Studies at Wellesley College in Massachusetts. Her research interests are in Italian cinema, especially women and contemporary directors, Southern Italy and Euro-Mediterranean studies. She is also Guest Editor of a special issue of Studies in European Cinema (8: 1, 2011) and Editor of Visions of Struggle in Women’s Filmmaking in the Mediterranean (Palgrave Macmillan, 2010).
New Trends in Modern and Contemporary Italian Cinema
Third Film SymposiumFrench and Italian Department
Indiana University
April 11-14, 2012
Submissions are being accepted for original research
on new directors and trends in Italian cinema. Papers may focus on, but should not be limited to: new directions in criticism, financial and political dynamics in film
production, analysis of individual films, development of new authorial visions, the relationship to other national cinematographic traditions and films, intersections
between film and other arts (photography, music, literature, etc.), Italophone cinema coming from the Americas, Australia, Africa, the Mediterranean world or other countries, the representation of family and gender,
the issue and experience of otherness, the search for cultural and spiritual identity. Proposals on the pedagogical application of cinema in the foreign
language classroom and on documentaries are also welcomed.
Papers should be written in the language in which the
reader feels most comfortable (Italian or English) and they should be limited to no more than 18 minutes (8-9 doubled-spaced pages). One-page abstracts should be sent electronically (Word attachment only) by Dec. 31, 2011 or
Center for the Study of Citizenship Wayne State University
March 29 – 31, 2012
Age is a primary marker of citizenship. It is crucial to obtaining full political citizenship in a community and in shaping political, civil, and property rights. Yet the intersection between age and citizenship (or lack thereof) has varied across time and space. This is especially the case when thinking of how to define and identify citizens by “generation.” The Center for the Study of Citizenship’s 2012 Annual Conference in Citizenship Studies will examine the relationship of generations and citizenship in the past, present, and future. It will explore how citizenship—membership in communities—is experienced temporally by age and how membership in a particular generation influences the experience and identity of citizenship.
In some cases and places, age seems to be redefining citizenship. The revolutions of the contemporary Middle East have largely been youth movements. The same might be said of immigrant youth in the Paris Banlieues. Meanwhile, the youthful unemployed of Western countries may represent a disengaged, though not disfranchised, citizen group. More broadly, how are (and were) youth politically socialized? Is there citizenship within youth communities? Do children or minors who have not yet reached the age of full political participation problematize what is meant by citizenship? Are generational images, created by marketing efforts (Gen Y, Gen X, Boomers), truly splitting points for citizenship involvement? Or are there meta-groups that transcend these easy boundary markers? And then there is the online “citizen.” How are Twitter, Facebook, blogging sites, various other social media, and interest groups subtly changing generational “belonging” and/or enfranchising or disfranchising citizen personas? Might it be useful to rethink the notion of the digital divide in the context of contemporary everyday practice of citizenship? Is there a difference in the ways that digital natives and immigrants (telling terms themselves) experience citizenship?
Generations (cont.d)Other proposals might consider the other end of the age
spectrum: the relationship of gerontology and citizenship studies; community engagement by elder citizens who are living longer than ever before; the meaning of “senior citizen.” How does the generational divide shape citizenship in diasporic communities? Are there differences in the ways that older and newer generations of immigrants perceive membership in the community or the way that second or third generation immigrant families view their relationship to the public sphere? How does citizenship change over the life course? How important is age as a variable in civic community-building and how does it affect a sense of belonging? Plenary speakers will be Peter Levine, Director of the Center for Information & Research on Civic Learning & Engagement, Tufts University, and Lawrence Cohen from the University of California, Berkeley.
The ideas presented here are intended to stimulate thinking by potential participants about how their own work might relate to the theme of the conference. They are suggestive only. The perspective of the conference, as always, is global, interdisciplinary and multidisciplinary and proposals on any aspect of citizenship studies are welcome from scholars working in any discipline or interdisciplinary field. Proposals should be submitted online on the Center’s website: www.clas.wayne.edu/citizenship no later than November 1, 2011, or addressed to Helen Callow, [email protected]. Both panel proposals and individual submissions are welcome. Those interested in submitting panel proposals can use H-Citizenship (http://www.h-net.org/~citizen) to locate scholars with compatible interests. Some money will be available for international scholars to help defray their travel costs. These funds will be distributed on a competitive basis. Remote presentation of papers and remote participation will also be available. Questions should be directed to Marc W. Kruman, [email protected].
The best papers will be considered for publication in a peer-reviewed volume in the Wayne State University Press book series, “Citizenship Studies,” edited by the Center’s director, Marc Kruman.
Italian Food: Fact and FictionUmbra Institute
Perugia
8 - 9 June, 2012In this the one hundred and fiftieth year of Italian
unification, there has been much discussion of seemingly contradictory trends: the past (and present) need for unification beyond simply the political, the promotion of regional differences, and the simultaneous encouragement of both immigration and emigration. Key to much of this discussion is the question of identity, one powerful example of which is expressed through food. The election sign from the separatist Northern League which reads, “More Polenta, Less Cous-Cous,” shows that food is often more than just a meal: it functions as a symbol with multiple semantic layers.
This conference aims to use food as a point of entry for analyzing the last 150 years of Italian history and cultural identity. Tradition, especially in food, is often used to define cultural identity and, yet, is itself often recently created. How, then, can tradition, or the invention thereof, help or hinder processes of cultural and political integration?
We encourage those interested in participating in the conference to submit an abstract of no more than 300 words for consideration. In addition to the usual literary-historical proposals, we especially welcome papers with an anthropological, sociological, or economic perspective, as well as inter-disciplinary approaches that combine two or more of those disciplines. Proposals or complete panels (with three, 15-minute papers) are also welcome. A select number of conference papers will be included in the Proceedings of the conference.
Proposals for a paper or panel should be sent by 1 November 2011. Proposals and the eventual paper presentations may be in either Italian or English. Please send the proposal, accompanied by a brief biographical statement, to Zachary Nowak ([email protected]) and Elgin Eckert ([email protected]).Download the proposal form here: http://www.foodconference.it/call-for-papers/
The 2011 school year ended with the 100 year kick-off celebration of the Italian Teacher Association (ITA) on Saturday, June 4th, at the Marco Polo restaurant in Brooklyn, NY.
Thanks to the generosity of the Italian Language Foundation, on August 27 and 28, selected teachers of high school Italian completed the ACTFL OPI training course at the Generoso Pope Foundation, in Tuckahoe, NY. They are now preparing to become certified to train other teachers in Italian language and studies.
On Saturday, October 29, 2011 from 8:00 A.M. to 3:30 P.M at the UFT Headquarters in Manhattan will take place the Annual Professional Conference for All Second Language Teachers (LOTE) sponsored by The New York City Association of Foreign Language Teachers of the United Federation of Teachers and the New York State Association of Foreign Language Teachers. At this conference, ITA is offering a series of sessions on different topics very useful to teachers of all levels.
To celebrate The Italian Heritage and Cultural Month, many festivities have been organized for the month of October. Please come to New York and take advantage of the many events. For more information, please visit the following web site: www.italyculturemonth.org.
Please note that now is the time to inform students enrolled in Levels IV and V to register for the SAT II in Italian. Guidance counselors can assist students with this process. In bocca al lupo!
For more information, do not hesitate to e-mail me at [email protected].
Lucrezia Lindia, AATI New York State Representative
MOPI Workshop in Manhattan The Italian Language Foundation sponsored a “MOPI” (Modified Oral Proficiency Interview) workshop at the Columbus Citizens Foundation on East 69th Street in Manhattan on May 14-15. The second part of the MOPI was held at the Pope Foundation in Tuckahoe, NY. on Saturday, August 27. Both sessions were lead by Flavia Laviosa, an ACTFL-certified trainer for the Italian language.
The first session was attended by:
1) Bruna Boyle
2) Mary-Faith Cerasoli
3) Mario Costa
4) Nicola DelFiore
5) Lucrezia Lindia
6) Teresa Murano
7) Carmela Pesca
8) Kimberly Thomson
9) Loredana Manfredini-Verrilli
The second session was attended by:
1) Bruna Boyle
2) Mario Costa
3) Nicola DelFiore
4) Lucrezia Lindia
5) Loredana Manfredini-Verrilli
We would like thank Dr. Cuomo for having organized this unique and informative workshop and for providing us with MOPI materials, delicious lunches, and the costs of the registration.
We would also like to thank Lori Haims for having attended to every detail of the two sessions.
Introduzione al Commercio Italiano/ An Introduction to Business ItalianMatilde Fava
Now in its second edition, this book represents a new approach in teaching Italian with focus. Readings are prepared or selected for their emphasis on business and social life. Comprehension questions and communicative exercises of a functional nature present the student with a situation that he or she must resolve. The exercises are varied and stimulating, hence fostering progressive and positive development of oral and written skills. This text meets the needs of today’s communication-oriented student and offers materials which will enhance student interaction. Introduzione al Commercio Italiano will provide the student with the necessary skills to enter the business world today.
Introduzione al Commercio Italiano / An Introduction to Business Italian--Seconda edizione / Second Edition: Matilde M. FavaPeter Lang PublishingDate of Publication: 2011Press: ISBN: 978-1-4331-1046-7 Price: $36.95
Edizioni FarinelliAmicizia, Affetto, Amore
In adding to its theme-based, reader series of contemporary Italian literature, Edizioni Farinelli has introduced a new text developed around the topics of friendship and love.Amicizia, Affetto, Amore includes literary writings from Alessandro Baricco, Italo Calvino, Gianrico Carofiglio, Giulia Carcasi, Andrea De Carlo, Paola Mastrocola and Fabio Volo and includes pre- and post-reading exercises for comprehension, grammar, vocabularly, speaking and writing.
The new intermediate-level text was developed by Laura Bresciani, Lecturer and Coordinator of the Italian program at New York University, Claudia Donna, a teacher at the Liceo Classico Internazionale “C. Botta” in Ivrea (Turin), Italy, and Alessandra Garolla, who currently teaches at a bilingual school in her native city of Naples, Italy and who previously served as an Adjunct Professor and Coordinator of the Italian Department at George Washington University, Washington, DC.
“Amicizia, Affetto, Amore is an inspiring learning tool that will help abate the emotional barriers that often prevent students from expressing themselves freely and meaningfully,” says Nicoletta
Marini-Maio, Associate Professor of Italian at Dickinson College, Carlisle, PA. “It is the perfect tool to accompany a grammar textbook of intermediate Italian,” adds Sabina Perrino, Lecturer and Researcher at the University of Michigan.
The 136-page, softcover text is illustrated throughout. A separate answer key also is available.
This new Edizioni Farinelli reader follows the publication of Umorismo by Elise Magistro and Nicoletta Tinozzi-Mehrmand, both Senior Lecturers of Italian who teach respectively at Scripps College, Claremont, CA and the University of California, Riverside. Umorismo introduces contemporary literary readings from Stefano Benni, Geppi Cucciari, Natalia Ginzburg, Giovannino Guareschi and Luigi Malerba.Amicizia, Affetto, Amore – ISBN 978-0-9846327-5-6Soluzioni: Amicizia, Affetto, Amore – ISBN 978-0-9846327-6-3Umorismo – ISBN 978-0-9824845-4-8Soluzioni: Umorismo – ISBN 978-0-9824845-7-9
Romanzo CriminaleFilm Study Text
Michele Placido’s Romanzo criminale iis a gripping crime drama. It’s based on Giancarlo De Cataldo’s novel and portrays the rise of the Magliana gang that terrorized Italy in the ‘70s. The new EF Film Study Program: Romanzo criminale was developed by Cristina Villa, a Lecturer in Italian at the University of Southern California. It covers eight, 15-to-20 minute sequences of the film, plus an upfront biography and interview with Placido. The 66-page intermediate-to-advanced level text includes cultural readings on topics related to the film, such as, "I giovani e la droga,” “Il noir,” “Misteri italiani: La loggia massonica P2,” and more. Varied exercises for
AATI NEWSLETTER FALL 2011 14
Publications
Romanzo Criminale (cont.d)comprehension, grammar, class discussion, vocabulary building, and writing are offered for each sequence in addition to online exercises entitled “Navigare nella rete.” “This entire series taken from very contemporary Italian films provides Italian language instructors with a unique opportunity to inject such great reflections of Italian culture into their classroom offerings,” says Peter Bondanella, Distinguished Professor Emeritus of Comparative Literature, Film Studies and Italian, Indiana University. He adds, “The series is really an outstanding contribution to pedagogy in our field.”
The EF Film Study series is a systematic approach to learning Italian through focused viewing of classic and contemporary Italian films. With the addition of this text to series, Edizioni Farinelli now offers film study texts and DVDs for 16 movies: Buongiorno, notte, Caterina va in città, Cristo si è fermato a Eboli, Ciao Professore, Cinema Paradiso, Giorni e nuvole, Il divo, Il postino, Io non ho paura, La meglio gioventù, L'ultimo bacio, La vita é bella, Pane e tulipani, Pinocchio, Ricordati di me and Romanzo criminale. EF Film Study: Romanzo criminaleISBN 978-0-9846327-7-0For more information or to order, visit WWW.EDIZIONIFARINELLI.COM
AATI NEWSLETTER SPRING 2011 15
Scuola Stagionale di Formazione e Specializzazione in Lingua e Cultura Italiana del Libero Istituto Universitario Per Stranieri “Francesco De Sanctis” (LIUPS)
L’Istituto Italiano di Cultura di Napoli ha fondato nel ‘90, con ratifica consolare di diversi Paesi del mondo, un Libero Istituto Universitario per Stranieri (www.istitalianodicultura.org - [email protected] - [email protected] (tra i pochi presenti in Italia), nell’area metropolitana di Napoli, capitale culturale del Mezzogiorno, col fine di diffondere la conoscenza della cultura e della civiltà italiana, nelle sue manifestazioni storiche ed attuali, dalla lingua alla letteratura, dalla musica alle arti figurative, dal pensiero filosofico e scientifico agli usi e ai costumi della società. La scelta dei tempi e dei luoghi nell’avviamento di un tale progetto intendeva interpretare un momento cruciale della storia occidentale, nel trapasso epocale ad un nuovo millennio, e le possibilità di un vasto quanto significativo bacino d’utenza, come il Sud d’Italia, ricco di risorse turistiche, naturali e culturali, e caratterizzato da continui crescenti flussi migratori. Non secondaria, dunque, era l’intenzione di creare un indotto economico ed occupazionale di sicuro interesse e con notevoli prospettive di sviluppo. Il L.I.U.P.S. vuole porsi naturalmente come punto di riferimento e di approfondimento culturale per gli stranieri, residenti e non in Italia, che, col fecondo apporto delle proprie identità etniche e nazionali, vogliano confrontarsi tra loro e con le realtà sociali e individuali del nostro Paese. In tal senso, il primo passo fu l’organizzazione di quattro corsi stagionali: una Scuola Estiva (luglio), una Autunnale (settembre), una Invernale (dicembre-gennaio) ed una Primaverile (aprile), che, col rilascio di un Diploma di Formazione o di Specializzazione, facilitassero le possibilità di ricerca e di occupazione nell’ambito della lingua e della cultura italiana (docenza in scuole italiane all’estero; lettorato all’Università; etc.), e inoltre, con la disponibilità di adeguate strutture e guide qualificate, favorissero un gradevole soggiorno turistico e culturale in uno dei territori più noti e affascinanti del mondo per ricchezze artistiche, paesaggistiche e balneari.
Il Corso di Formazione e Specializzazione in Lingua e cultura italiana ha oggi preferibilmente (ma non necessariamente) inizio con la Scuola Estiva (primo ciclo di Formazione, col seguito di altri due cicli in date da concordare) dall’ultima settimana di giugno alla prima di agosto di ogni anno.
Nei sei giorni di sabato, durante la Scuola, sono previste altrettante visite alla ri-scoperta delle bellezze naturali, storiche ed artistiche del territorio napoletano e campano, con una guida accurata e poliedrica dei docenti, che introduce nelle magiche atmosfere marine o folcloriche o medievali e rinascimentali della nostra terra: sono in programma 6 itinerarî a carattere storico, artistico, naturistico e balneare.
Il Consiglio Scientifico e Accademico del L.I.U.P.S. è composto da: Miguel Benzo (Console Generale di Spagna); Michele Di Gianni (Console di Malta e del Giappone; Segretario generale dell’Unione Consoli Onorari d’Italia); Constantin Frosin (Docente di Lingua e Letteratura Francese all’Università Statale “Il Basso Danubio”, Galati, Romania); Elzbieta Jogalla (Ministro Consigliere Culturale e Scientifico dell’Ambasciata di Polonia; Direttore dell’Istituto Polacco di Roma); Roberto Pasanisi (Direttore dell’ICI e Rettore del L.I.U.P.S.); Vittorio Pellegrino (Docente di Neuropsichiatria all’Università di Napoli “Federico II”); Michele M. Pisaturo (Console della Costa d’Avorio e Docente di Diritto Consolare e Diplomatico all’Università di Napoli “Federico II”); Prat (Ambasciatore di Spagna); Francesco Scala (Docente presso il Conservatorio di Salerno); Mario Susko (Docente di Letteratura Americana alla State University of New York, Nassau, U.S.A.); Nguyen Van Hoan (Docente di Letteratura Italiana e di Letteratura Vietnamita all’Università di Hanoi, Vietnam).
NOTES FOR CONTRIBUTORSThe AATI Newsletter publishes information about members’ new publications, forthcoming conferences, events, contests and awards, as well as information about Italian and Italian-American organizations involved in the promotion of the Italian language, culture and literature. Short articles or brief notes (250 words max.) dealing with direct classroom experience, teaching tips and successful application of linguistic theories are also welcome.
Contributors must be current AATI members.
Deadlines for submission are September 15 for the fall newsletter and March 1st for the spring newsletter.
