an introductory lesson on Made in Italy as a tool for foreign language learning, incorporating best practices for intermediate-level language learners / una lezione preliminare sul made in Italy come strumento glottodidattico, elaborando le buone pratiche per studenti L2 al livello intermedio
Business Italian Style. An Interdisciplinary Student-Centered Learning ProjectEnza Antenos
The Business Italian Style project, in collaboration with the Inserra Chair at Montclair State University, presented a group of undergraduate students in Italian with a unique opportunity to explore the world of design and the role of Made in Italy in New York.
My first Ignite presentation (that is presenting 20 slides, 15 secs a slide, auto advance, 5 minutes in total) to share my passion with my audience about Twitter. I'm glad it wasn't recorded because I messed up around slide 6, but I added the script here so you can see that a lot can be said in 5 minutes. It was a fun challenge as it took me out of my comfort zone... much to be said about that :)
iLearn iTalian: Perceptions on Using the iPadEnza Antenos
The document discusses the potential roles of iPads and mobile apps in technology-enhanced classroom instruction. It examines how iPads can inspire creativity and hands-on learning through multimodal learning and collaboration. Several apps like Dropbox, Noterize and Sounds are highlighted for their pedagogical value in reading, annotating, note-taking, audio notes and cloud sharing. However, challenges also exist around student and faculty training, app management, and the limitations of platforms like Blackboard. Early findings suggest examining the pedagogical soundness of apps and addressing issues of app and mobile carrier compatibility.
Twitter is multi-faceted social networking took that lends itself to synchronous and asynchronous communication. Twitter can transform social networking into educational networking. In the hands of a skilled teacher, Twitter can be a sound pedagogical tool in any discipline, and it can develop 21st literacy skills. Students can share knowledge, follow experts, converse via questions and discussion, and belong to a community that is not restricted by classroom walls. The conclusions reached in a recent study conducted by Junco, Heibergert and Loken (2010) suggest that using Twitter in educationally relevant ways can increase student engagement and improve grades because of faculty and student engagement in the learning process through communication and connections on Twitter.
Slides 12 & 13 belong to the presentation of Sarah Smith-Robbins, http://eld.montclair.edu/2011/01/19/pedagogy-first-technology-second-how-to-choose-the-right-tool-for-the-job/
Business Italian Style. An Interdisciplinary Student-Centered Learning ProjectEnza Antenos
The Business Italian Style project, in collaboration with the Inserra Chair at Montclair State University, presented a group of undergraduate students in Italian with a unique opportunity to explore the world of design and the role of Made in Italy in New York.
My first Ignite presentation (that is presenting 20 slides, 15 secs a slide, auto advance, 5 minutes in total) to share my passion with my audience about Twitter. I'm glad it wasn't recorded because I messed up around slide 6, but I added the script here so you can see that a lot can be said in 5 minutes. It was a fun challenge as it took me out of my comfort zone... much to be said about that :)
iLearn iTalian: Perceptions on Using the iPadEnza Antenos
The document discusses the potential roles of iPads and mobile apps in technology-enhanced classroom instruction. It examines how iPads can inspire creativity and hands-on learning through multimodal learning and collaboration. Several apps like Dropbox, Noterize and Sounds are highlighted for their pedagogical value in reading, annotating, note-taking, audio notes and cloud sharing. However, challenges also exist around student and faculty training, app management, and the limitations of platforms like Blackboard. Early findings suggest examining the pedagogical soundness of apps and addressing issues of app and mobile carrier compatibility.
Twitter is multi-faceted social networking took that lends itself to synchronous and asynchronous communication. Twitter can transform social networking into educational networking. In the hands of a skilled teacher, Twitter can be a sound pedagogical tool in any discipline, and it can develop 21st literacy skills. Students can share knowledge, follow experts, converse via questions and discussion, and belong to a community that is not restricted by classroom walls. The conclusions reached in a recent study conducted by Junco, Heibergert and Loken (2010) suggest that using Twitter in educationally relevant ways can increase student engagement and improve grades because of faculty and student engagement in the learning process through communication and connections on Twitter.
Slides 12 & 13 belong to the presentation of Sarah Smith-Robbins, http://eld.montclair.edu/2011/01/19/pedagogy-first-technology-second-how-to-choose-the-right-tool-for-the-job/
Ed140: Twitter for Teaching and LearningEnza Antenos
This document discusses using Twitter in real life and academia. It references a college humor video about Twitter in real life and discusses topics like measuring influence on Twitter, timeline management, hashtags, retweets, and sharing pictures and videos. It also includes links to resources about using Twitter by geographical location, influential status, common interest, and for academia.
This document discusses using Twitter in education. It provides examples of how teachers and students can use Twitter, including for class discussions, feedback, following experts, and investigating topics. Students in one study reported that Twitter helped reduce their anxiety in the target language and allowed them to ask questions. The document provides suggestions for how teachers can incorporate Twitter, such as prompting initial tweets, developing course-specific practices, and having students discuss themselves or content in class or beyond.
Evolving pedagogies for Teaching ItalianEnza Antenos
26 settembre 2010
ITANJ's "Primo Incontro"
Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Is Italian keeping pace with task-based learning, authentic learning, educational technology, theories in second language acquisition and those of learner autonomy and active and discovery learning? What are your teaching and learning objectives and which best practices do you implement to achieve them? This interactive presentation will highlight some current tendencies in SLA and envisage future directions for teaching Italian.
A Personal (iPod) Touch to Languge Teaching and LearningEnza Antenos
This document summarizes a presentation about using iPod Touches to enhance language teaching and learning. It discusses:
1) A project at Montclair State University where 100 iPod Touches were distributed to students in Italian and English grammar courses to facilitate mobile learning.
2) How iPods allow learning to extend beyond the classroom and encourage a constantly connected learning environment.
3) Various apps that were used on the iPods, including Twitter, Voice Memos, Google Earth, Learn10 vocabulary app, and WordPress.
4) Preliminary findings that the learning curve for using the technology was high but that students were willing to participate more in class and share information using the iPods
Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
This document discusses how Twitter can be used by teachers to expand learning. It provides an overview of Twitter, including what tweets are, how to join Twitter, how to decide who to follow, and common Twitter terms like mentions, retweets, and hashtags. The document then discusses how teachers can create a personal learning network on Twitter and offers various ways Twitter can be used for teaching and learning both in and outside the classroom, such as for class discussions, feedback, and investigating related topics. Specific strategies are proposed, like having students tweet about themselves or course topics. In the end, readers are instructed to tweet about themselves using a hashtag to connect with others.
Ed140: Twitter for Teaching and LearningEnza Antenos
This document discusses using Twitter in real life and academia. It references a college humor video about Twitter in real life and discusses topics like measuring influence on Twitter, timeline management, hashtags, retweets, and sharing pictures and videos. It also includes links to resources about using Twitter by geographical location, influential status, common interest, and for academia.
This document discusses using Twitter in education. It provides examples of how teachers and students can use Twitter, including for class discussions, feedback, following experts, and investigating topics. Students in one study reported that Twitter helped reduce their anxiety in the target language and allowed them to ask questions. The document provides suggestions for how teachers can incorporate Twitter, such as prompting initial tweets, developing course-specific practices, and having students discuss themselves or content in class or beyond.
Evolving pedagogies for Teaching ItalianEnza Antenos
26 settembre 2010
ITANJ's "Primo Incontro"
Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Is Italian keeping pace with task-based learning, authentic learning, educational technology, theories in second language acquisition and those of learner autonomy and active and discovery learning? What are your teaching and learning objectives and which best practices do you implement to achieve them? This interactive presentation will highlight some current tendencies in SLA and envisage future directions for teaching Italian.
A Personal (iPod) Touch to Languge Teaching and LearningEnza Antenos
This document summarizes a presentation about using iPod Touches to enhance language teaching and learning. It discusses:
1) A project at Montclair State University where 100 iPod Touches were distributed to students in Italian and English grammar courses to facilitate mobile learning.
2) How iPods allow learning to extend beyond the classroom and encourage a constantly connected learning environment.
3) Various apps that were used on the iPods, including Twitter, Voice Memos, Google Earth, Learn10 vocabulary app, and WordPress.
4) Preliminary findings that the learning curve for using the technology was high but that students were willing to participate more in class and share information using the iPods
Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
This document discusses how Twitter can be used by teachers to expand learning. It provides an overview of Twitter, including what tweets are, how to join Twitter, how to decide who to follow, and common Twitter terms like mentions, retweets, and hashtags. The document then discusses how teachers can create a personal learning network on Twitter and offers various ways Twitter can be used for teaching and learning both in and outside the classroom, such as for class discussions, feedback, and investigating related topics. Specific strategies are proposed, like having students tweet about themselves or course topics. In the end, readers are instructed to tweet about themselves using a hashtag to connect with others.
6. Quali sono i settori del made in Italy nel New Jersey?
7. Quali sono le realtà newjersiane?
I dati dell’Istituto nazionale per il Commercio Estero
• Ci sono 57 attività italiane con sede nel NJ
• I settori rappresentati sono 21
Potete indovinare i settori? Le società?
8. Per fare delle domande, usate:
Come…
Qual è …
Dove è…
Azienda USA
Sede
americana
Settore
mercelogico
Attività
Sede
italiana
Provincia Regione
Emmegi USA,
Inc.
East
Rutherford
Macchinari
Assistenza
Tecnica
Limidi di
Soliera
MO
Esseco USA
LLC
Chimica -
Farmaceutica -
Biotecnologie
Derivati
solfurei
San
Martino
Trecate
NO Piemonte
FA.LU.CIOLI
LLC
Union Alimentari Porchetta RM Lazio
Famasar/Tocco
Magico
Kerney
Chimica -
Farmaceutica -
Biotecnologie
Roma RM Lazio
Englewood
Cliffs
Automobilistica Autovetture Modena MO
Emilia
Romagna
FERRERO
U.S.A., INC
Somerset Confetture
Pino
Torinese
TO Piemonte
FILIPPO BERIO
NORTH
AMERICA
CORP.
Lyndhurst Alimentari Massarosa LU Toscana
FRATELLI
BERETTA USA
South
Hackensack
Alimentari Insaccati
Trezzo
sull'Adda
MI
Giorgetti USA
Inc.
Teaneck Mobili Meda MI Lombardia
Azienda USA
Sede
americana
Settore
mercelogico
Attività
Sede
italiana
Provincia Regione
Emmegi USA,
Inc.
East
Rutherford
Assistenza
Tecnica
Limidi di
Soliera
MO Puglia
Esseco USA LLC Parsippany
Chimica -
Farmaceutica
-
Biotecnologie
Derivati
solfurei
San
Martino
Trecate
NO
FA.LU.CIOLI
LLC
Union Alimentari Ariccia RM Lazio
Famasar/Tocco
Magico
Kerney
Chimica -
Farmaceutica
-
Biotecnologie
Prodotti per
capelli
RM Lazio
Ferrari North
America Inc.
Englewood
Cliffs
Autovetture Modena MO
Emilia
Romagna
Somerset Alimentari Confetture
Pino
Torinese
TO Piemonte
FILIPPO BERIO
NORTH
AMERICA
CORP.
Lyndhurst Alimentari Alimentari Massarosa LU
FRATELLI
BERETTA USA
South
Hackensack
Insaccati
Trezzo
sull'Adda
MI Lombardia
Giorgetti USA
Inc.
Teaneck
Legno -
arredamento
Meda MI Lombardia
ESEMPIO DELL”ATTIVITÀ info-gap
*per lo stato del NJ, ho creato 5 giochi diversi
per rappresentare tutte le imprese
9. Dove hanno la sede legale
queste realtà newjersiane?
In che regione si trovano le sedi?
10. employment and ensuring products of the highest quality and originality.
Source: ISTAT, Distretti Industriali Italiani, Osservatorio Nazionale Distretti Italiani
Industrial clusters in Italy
Food industries
Paper
Plastic, Rubber
Mechanics
Jewellery
Leather, Shoes
Furniture
Textile, Clothing
I distretti industriali
Il made in Italy è composto di imprese:
• di piccole e medie dimensioni
• a carattere familiare
• si specializzano in determinate tipologie di
produzione
• organizzate su base locale
Queste imprese sono in settori
• ad alto contenuto di “know-how”
• basati su design e creatività
• costituiti dalla agglomerazione in sistemi
locali (cioè le imprese insieme creano il
prodotto ma sono enti indipendenti)
Editor's Notes
Dalla mia intervista a Massimo Vedovelli ne La Voce di New York
A proposito dell'italiano che rimane sempre una delle lingue straniere più studiate: il 25% di chi studia l’italiano lo fa per motivi di lavoro (un notevole aumento dal 7%). In un’intervista a Annamaria Testa, ci dice “La seconda cosa certa è che non è di sicuro studiato per fare affari”. Stanno cambiando le cose per quanto riguarda il business?
R.: Tullio e io avevamo e abbiamo una visione più ottimistica perché più realistica e più basata sui dati. In India o in Vietnam lo studio dell’italiano avviene quasi esclusivamente per motivi di lavoro: a Hanoi ogni anno ci sono 200 laureati in italiano, e questo solo perché in Vietnam c’è la Piaggio, una nostra importante azienda motociclistica. L’italiano ha una presenza multiforme nel mondo: è la lingua di una plurisecolare tradizione di cultura intellettuale, ma anche di una ricca e varia cultura materiale che oggi è un punto di riferimento nel mondo. De Mauro sapeva che gli stranieri e le comunità di origine italiana nel mondo sanno riannodare i fili fra la tradizione e la modernità: un vestito della moda italiana è acquistato perché è bello in modo paradigmatico, cioè perché incarna nell’oggi i valori estetici della nostra storia artistica. Lingua del buon gusto e del gusto è oggi l’italiano: dalla moda all’alimentazione alla meccatronica alla filiera del legno, sono moltissimi i settori in cui la lingua italiana è il marchio simbolico di un sistema di valori positivi. Valori non alternativi, ma complementari e integrativi a quelli omologati del mondo globale.
Qual è il settore italiano che da’ vita al Made in Italy? Grazie a Giovan Battista Giorgini e alla moda italiana, lo stile italiano, per la prima volta, riuscì ad oltrepassare i confini nazionali e ad essere conosciuto ed apprezzato nel resto del mondo: era nato il “Made in Italy”.
RIASSUNTO:
In tale data Giovan Battista Giorgini (famiglia illustre borghese), titolare di un noto “buying office” fiorentino ebbe la grande idea di convocare alcuni rappresentanti di grandi magazzini americani (Bergdorf and Goodman, Altman, Henry Morgan (Montreal), I. Magnin (San Francisco).) per mostrare loro alcuni esempi di moda italiana, organizzando una piccola sfilata all’interno di una delle sue sale da ballo a cui partecipò una piccola schiera di stilisti italiani (Emilio Pucci, le sorelle Fontana ecc.).
L’evento si rivelò un successo ed è così che la moda italiana, che all’epoca era pressoché sconosciuta, ebbe l’occasione di rivelarsi agli occhi del mondo. La sfilata organizzata da Giorgini divenne un evento annuale e, di lì a poco, venne trasferita all’interno di palazzo Pitti, conquistando così un posto stabile nelle manifestazioni mondiali del settore della moda.
marzo 2013 - Un’indagine preparata dalla ditta KPMG
Coca-cola 1886 – Atlanta, GAVisa 1958 Fresno, CA
Se il Made in Italy fosse un brand sarebbe il terzo marchio più noto al mondo, dopo Coca Cola e
Non esiste però un'identità unitaria del Made in Italy – non c’è un cosidetto Master Brand ma tanti prodotti da esportare al mondo
Il made in Italy gode una tale fortuna, non è vero?
Sono state classificate in diversi modi dai vari studiosi del fenomeno, tuttavia, una delle classificazioni che ha avuto maggiore fortuna è quella elaborata da Marco Fortis alla Seconda Conferenza Nazionale sul commercio con l’estero, Le due sfide del Made in Italy: globalizzazione e innovazione.
e che viene comunemente detta delle le 4 ”A” – potete indovinare quali sono i settori?
Cosa significa allora questo marchio “made in Italy”?
una serie di attività e di specializzazioni in cui le imprese italiane hanno saputo guadagnarsi posizioni di leadership.
Quali sono i prodotti che conoscete del made in Italy?
ATTIVITÀ: Da’ a ogni studente 4 post-it. Su ogni post-it, lo studente deve scrivere il nome di una impresa/attività italiana per ogni settore: per esempio: Armani, Bialetti, Lancia, Del Verde. Poi, vanno alla lavagna e mettono il post-it nella categoria giusta. Non importa se ci sono duplicati. Scegli uno studente diverso per leggere un settore. Lo studente dovrà condividere cosa producono le aziende, se lo sa. Se non lo sa, chiede aiuto ai compagni di classe.
Fa categorizzare i settori agli studenti a seconda della classifica delle quattro “A”
Conoscete qualche impresa nel NJ in questi settori?
La differenza tra punto vendita/negozio e sede americana.
ATTIVITÀ basato sull’information gapGli studenti in coppia cercheranno di completare la tabella delle imprese italiane nel New Jersey (vedi prossima diapositiva) che porta allaprossima attività
Dall’attività precedente, gli studenti deveono compilare la mappa con le proprie imprese. Poi, se c’è tempo, mettere tutte le imprese sulla mappa per ripassare la geografia delle regioni italiane.
l’abilità unica di manifatturiere e di know-how italiano.
È chiaro che quando si pensa all’espansione internazionale e all’espansione geografica, in molti casi è necessario andare dove esistono la competenza e l’innovazione per sfruttarle.
In alcuni casi, l’innovazione – indipendentemente dal fatto che sia legata alla ricerca, allo sviluppo, alla distribuzione o alla produzione – possa in ultima analisi essere in un luogo che non ci si aspetterebbe
**il know-how italiano fa anche il made in Italy per brand stranieri… Christian Louboutin, le cui scarpe sono made in Italy (donne milano; uomininapoli)
DA DISCUTERE – Dibatito
Il made in Italy…. Quando non è più made in Italy?
Aziende italiane
Ferrari – Modena (Emiglia Romagna) aceto balsamico, Luciano Pavarotti: sede legale italiana
Fiat – Fabbrica italiana automobili Torinonel 2014
FCA – azienda italo-statunitese, con diritto olandese (sede legale) a Amsterdam, e domicilio fiscale a Londra
Barilla, ha stabilimenti di produzione in America e Canada e notato sul pacchetto dice “Product of USA” non ”of Italy”…
Anche Ferrero con la Nutella, fatta in Canada...
Dove diventa il made in Italy? Voi cosa ne dite?