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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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Campus Italiano per Stranieri
Mondadori Education

Date of Publication

Latest updates 2021

Target Group


Domain Area

Arts & Music
International Relations

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





Campus Italiano per Stranieri - Mondadori Education is a rich repository which contains activities and worksheets (with keys) divided according to the linguistic level and addressed to adults and university students.
The teaching materials include vocabulary exercises, listening, reading and writing activities which can used in the creation of LSP teaching units either for the classroom context or for autonomous learning.
From level B2 to C2, several resources devoted to LSP can be found, for example:
Level B2
Italian for special purposes:
Italian for politics:
Italian for art
Italian for sustainability

Level C1
Italian for art

Level C2
Italian for music

Level B2-C2
Italian for tourism: art, wine and food itineraries, regional cuisine

Case study

The resource was tested by the UNIBO internal group
Number of students involved: 10 Level B2
Number of lecturers involved: 1

The following resources were chosen, according to the specific diciplines studied by the students:
Italian for art
Italian for sustainability
Italian for politics
Italian for music
Italian for tourism

Students were asked to complete the activities and to answer a questionnaire, which included 5 questions:
1. Did you like the resources?
2. Were they useful to improve your language skills?
3. Did they increase your motivation to study Italian as LSP?
4. Do they represent an innovative approach to LSP learning?
5. From the technical point of view, are they easy and intuitive to use?

In general, students evaluated the resources positively: they found them appealing and useful to improve their knowledge of LSP Italian, especially the vocabulary through the analysis of authentic materials. They found, though, that some activities are more suitable for classroom context, as they need to be integrated by more interactive practice. They also observed that sometimes the stated competence level is higher than the real one requested to complete the activities.
Even if easy and intuitive to use, in terms of innovations, the resources were evaluated quite low, as they don’t meet the requirements for mobile learning.


Vocabulary exercises, listening, reading, and writing activities can be used in LSP teaching units either for the classroom context or for autonomous learning. In the classroom context lecturers can integrate them with oral production or interaction activities aimed at the acquisition of LSP pragmatic competence.
For Project Based Learning in the Art andTourism field, refer to the section ‘Cultura’ - :
contextualized case studies and practical activities are proposed to learners, as for example organizing a tour package for a group of tourists in an Italian city. Before working on their case study, students are prepared through texts, videos with reading, listening and vocabulary exercises and complementary authentic materials taken from travel portals. They gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic and engaging question.
Lecturers can use these materials in face to face, blended or online courses.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


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


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


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


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


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


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


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


The capacity to meet the needs of lecturers and students is really satisfying because of the considerable range of the activities offered. On the other hand, the technological solutions are quite traditional and the exercises a little bit repetitive, so they don't introduce particularly innovative, creative and previously unknown approaches to LSP learning
As for usability, all the resources are downloadable in PDF format, so they can easily to be used offline and in the classroom context. As for adaptability, they can be fully integrated in LSP teaching units according to students' needs, motivating them to improve their language skills.
Website of the Teaching Source: