The teaching of a foreign language involves the use of methods, rooted in an
approach to language teaching, and often incorporates the use of technology such as
computers and multimedia. In order to examine the approach, method, and use of
multimedia technology in the teaching of Italian in British Columbia at the elementary
and secondary levels, it is important to first define these critical elements.
The first chapter examines the global shift from using a Grammar-Translation
Approach to teaching foreign languages towards using a Communicative Approach. It is
interesting to note that this shift spans numerous centuries and develops gradually
through a series of innovative foreign language teaching approaches and methods.
The second chapter provides an in-depth look at this Communicative Approach.
It examines the theories it is based on, the components a Communicative Language
Teaching or CLT syllabus incorporates, as well as the classroom manifestations of CLT,
including the types of activities used, the role of grammar, the learning resources used,
the teacher's role, and the student's role. The chapter also reviews criticism levied
against CLT.
The third chapter examines the role of computer technology in foreign language
teaching. As computers become ubiquitous, it is important to highlight the reason why
computers go hand in hand with CLT; computer technology incorporates aspects of the
theories which Communicative Approach is based upon. As such, computer technology
should be part of the CLT classroom but only after the most effective Computer Assisted
Language Learning or CALL program has been chosen. This chapter identifies criteria
for the selection of effective CALL as well as identifying how to implement CALL in the
classroom setting. In trying to examine CALL's overall value to CLT, the chapter also
highlights some of the positive and negative attributes of CALL.
The final chapter uses the terminology and approaches introduced in previous
chapters and relates them to the actual panorama of Italian taught at the elementary and
secondary levels in British Columbia. The driving force behind the use of the
Communicative Approach and the use of computer technology in the local teaching of
Italian comes from the Italian Ministero degli affari esteri, or MAE. This can be seen
through MAE's foreign policy, their financial assistance, their trained personnel sent to
assist local teachers of Italian, and their ongoing commitment to the teaching of Italian
abroad. The chapter, through a questionnaire completed by local teachers of Italian, also
tries to ascertain whether the resources offered by MAE are being used to their fullest. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/10489 |
| Date | 05 1900 |
| Creators | Stokovac, Jo-Anna G. M. |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 8193932 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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