In the teaching/learning of languages the quality of the input is often more important than the quantity. For this reason the types of texts selected to teach language effectively should be chosen very carefully. In the teaching of foreign and second languages the poetic text represents a valid instrument not only in terms of linguistic, historic-literary and intercultural education, but also for personal growth and development, and therefore its use should not be limited to high schools. “The need for poetry is an essential constituent of man, which satisfies in different ways at different times.” (L. Renzi). This is particularly true for adolescents and schools can teach them to enjoy poetry by starting with easier poetic texts, like those of songs, moving on to more difficult texts by poets, both past and present. In the teaching of Italian as a foreign or second language there is a wide range of poetic texts which should be selected according to the linguistic and intercultural needs of the learners.
Nell’insegnamento/apprendimento delle lingue la qualità dell’input è spesso più importante della quantità. Va pertanto dedicata molta attenzione alla scelta delle tipologie testuali impiegate per raggiungere un’educazione linguistica efficace. Il testo poetico rappresenta nella didattica delle lingue straniere e seconde un valido strumento non solo per un’educazione linguistica, storico-letteraria e interculturale, ma anche per la crescita e la formazione della persona e pertanto dovrebbe essere impiegato non solo nei Licei. “Il bisogno di poesia è un costituente essenziale dell’uomo, che soddisfa in momenti diversi in modi diversi” (L. Renzi). Questo vale in particolar modo per gli adolescenti e la scuola può educarli al gusto poetico passando da testi poetici più facili, come quelli delle canzoni d’autore, per passare poi a quelli più difficili dei poeti del presente e del passato. Nella didattica dell’italiano lingua straniera e seconda la scelta dei testi poetici è ampia e va valutata anche in riferimento ai bisogni linguistici e interculturali degli apprendenti.
Nardon Schmid, E., Educazione linguistica in poesia, <<RASSEGNA ITALIANA DI LINGUISTICA APPLICATA>>, 2012; 2012 (Gennaio): 139-150 [http://hdl.handle.net/10807/43457]
Educazione linguistica in poesia
Nardon Schmid, Erika
2012
Abstract
In the teaching/learning of languages the quality of the input is often more important than the quantity. For this reason the types of texts selected to teach language effectively should be chosen very carefully. In the teaching of foreign and second languages the poetic text represents a valid instrument not only in terms of linguistic, historic-literary and intercultural education, but also for personal growth and development, and therefore its use should not be limited to high schools. “The need for poetry is an essential constituent of man, which satisfies in different ways at different times.” (L. Renzi). This is particularly true for adolescents and schools can teach them to enjoy poetry by starting with easier poetic texts, like those of songs, moving on to more difficult texts by poets, both past and present. In the teaching of Italian as a foreign or second language there is a wide range of poetic texts which should be selected according to the linguistic and intercultural needs of the learners.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.