The research examines which cultural and linguistic instruments can be offered to provide adult migrants with formative access to citizenship competences. Starting from the questions: How can individuals of all community groups present in a nation-state acquire high standards of linguistic, sociolinguistic and discourse competences in order to be fully integrated, that is to participate and be included in social activities in the public domain such as work and institutional environments? How are these competencies developed in an educational context? How do adult migrants behave linguistically in this context, according to their needs and motivations? The research hypothesis aimed at outlining a formative project of citizenship education targeted at adult foreign citizens, where a central role is assigned both to law education and linguistic education. Acoordingly, as the study considered if the introduction of a law programme in a second language course could be conceived as an opportunity to further the access to active citizenship and social participation, a corpus of audiodata was collected in law classes of an Italian adult professional course attended by a 50% of foreign students. The observation was conducted on teacher and learner talk and learner participation in classroom interaction when curriculum legal topics were introduced and discussed. In the classroom law discourse two dimensions were analyzed: the legal knowledge construction and the participants’ interpersonal and identity construction. From the analysis, the understanding is that drawn that law classes seem to represent an educational setting where foreign citizens have an opportunity to learn and practise citizenship. The social and pragmatic approach to legal contents plays a relevant role, in a subject which, in non-academic contexts, loses its technical specificity and refers to law as a product of social representation. In the observed educational environment, where students are adults who bring into the classroom multiple personal and social identities, legal topics have the advantage of increasing adult migrants’ motivation to ‘go back to school’ as they are likely to give hints, if not provide solutions, to problems relating to participation in socio-institutional activities. At the same time, these contents offer an ideal context where individuals can acquire high discourse competences and citizenship skills, such as agency and critical reflection. Besides, the analysis reveals that providing adult learners with materials that focus on rights, politics and the law, i.e. with materials which stimulate discussion on concerns affecting their daily lives, is welcomed by learners themselves, who might appreciate the integration of these same topics in a second language course.

Il processo di riforma a carattere europeo che ha condotto alla nascita di uno Spazio Europeo dell’Istruzione Superiore ha conosciuto diverse tappe fondamentali, fra cui, per esempio, la ripartizione in cicli e l’adozione dei crediti ECTS. Una di queste tappe, ossia il passaggio da una pianificazione della didattica basata sui contenuti ad una basata sui risultati dell’apprendimento, ricopre un ruolo di primo piano nel presente progetto di dottorato. Lo studio qui descritto ha esaminato, da un punto di vista sintattico e semantico, un campione di obiettivi e risultati dell’apprendimento di insegnamenti di alcuni corsi di laurea di primo e secondo ciclo, delle scienze umanistiche, in Austria, Germania, Italia e Regno Unito. L’obiettivo del progetto è proporre uno schema per una classificazione a faccette di obiettivi dell’apprendimento denominato FLOC. Tale schema è adottato per classificare gli obiettivi dell’apprendimento di quattro contesti linguistico-culturali (nei paesi summenzionati), dando vita a FLOC-AT, FLOC-DE, FLOC-IT e FLOC-EN. Queste quattro classificazioni forniscono inoltre il contesto per un’analisi contrastiva multilingue fra unità di obiettivi di apprendimento. / As part of the transition to a student-centred approach in higher education, in the EHEA, programmes and curricula are now expressed not only in terms of course content, but also of learning objectives, learning outcomes and developed competences. In the framework of this study learning objectives and learning outcomes describing learning units (in a number of master and bachelor degree programmes) have been structurally and semantically studied, in order to outline the features of a pilot classification of learning objectives. The research project described in this work suggests a faceted classification scheme of learning objectives (FLOC, Faceted Classification of Learning Objectives). FLOC is tested out in four different linguistic and cultural contexts in which units of learning objectives from disciplines of the humanities – in Austria, Germany, Italy and the United Kingdom – are classified according to a common scheme. The resulting four classifications – FLOC-AT, FLOC-DE, FLOC-IT and FLOC-EN – provide also the context for a contrastive multilingual analysis.

Zugl.: Pretoria, Univ., veränd. Diss., 2006

Zugl.: Berlin, Freie Univ., Diss., 2007

Vollst. zugl.: Leipzig, Univ., Diss., 2003

Habilitationsschrift--Philosophische Fakultät--Konstanz, 1979. / Bibliogr. p. 9-10. Index.

Diss. : Philosophische de Fakultät : Köln : 1980. - Bibliogr. p. 558-566. -

Diss.--Philosophische Fakultät--München--Ludwig-Maximilians-Universität, 1987. / Le 2ème vol. contient l'éd. critique partielle du "Tripartitus moralium"

Texte remanié de: Diss.--Sprach- und Literaturwissenschaften--Erlangen-Nürnberg--Friedrich-Alexander-Universität.

Überarbeitete Fassung von: Diss.--Philosophische Fakultät--Düsseldorf--Heinrich-Heine-Universität, 1990.