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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Italiano della finanza
Blog di italiano per stranieri L2/LS

Date of Publication

October 2020

Target Group

Lecturers
Students

Domain Area

Accounting
Business & Communication
Law

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Italian

Language of Instruction

Italian

CEFR level

B2
C1
C2

Type of Material

Activity/task
Audio
Picture/Graphics

Linguistic Features

Vocabulary
Grammar

Skills

Listening
Speaking
Writing
Reading

Description

Created by Anna Quaranta, a teacher of L2/Ls Italian, this blog is addressed to students and professionals (translators, interpreters, diplomats) who would like to explore L2/LS Italian through texts of financial language.
These texts are meant for B2 onwards audience either for written or listening comprehension actitivities and the aim is to provide a resource for the development of written and oral production.
New texts are published weekly: every Sunday an article with vocalubary and grammar activities; every Wednesday a podcast to download with the transcription to check oral comprehension. Every other week a thematic newsletter is published, containing a selection of articles and podcasts.
Podcasts and articles cover topics such as money, investment, market trends, but also related aspects and fun facts of Italian and European society.
Contents can be used both for self-study and classroom context. If used in classroom context, they could be used for all abilities, given a former contextualization of the topic.

Case study

Work in progress

Guidelines

Besides autonomous learning, the materials can be used in classroom context, as the following:
1. The topic is introduced showing photos attached to the articles and podcasts. Vocabulary is activated.
2. Listening comprehension with the podcasts adding comprehension questions. The transcription can be used to work on topic-related vocabulary.
3. Written interaction can be practiced inviting students to put comments in the blog.
4. Reading comprehension can be practiced with the posted articles, followed by the related vocabulary and grammar activities.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

5

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

3

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The blog represents a valuable contribution to LSP learning and teaching in terms of authenticity of materials, variety of topics, accessibility. In terms of interactivity, it combines written texts with audiovisual materials, offering the opportunity to exchange comments in a virtual community of practice.
Website of the Teaching Source:
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