Over the past two quarters I have taught Italian 1 and Italian 2 as pilot hybrid courses in the Department of Italian at UCLA. These courses met 2 days a week for an hour and fifteen minutes each session. My previous experience teaching 100% online Italian courses for Cal State University Long Beach helped me structure a hybrid course since students in this type of course need a lot more direction on how to study and use online materials independently. In order to address these issues, I created a detailed course program/study flow chart and a welcome letter.

This presentation will examine the use of visual resources, including graphs and maps as well as posters, photographs and works of art, to elicit content in an Italian Language and Culture Curriculum.   One of the AP curricular requirements states that a World Language and Culture course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic visual resources.

September, 1932. A group of workers have lunch atop a skyscraper while photographer Charles Clyde Ebbets catches the convivial moment. Is it a fortuitous scoop or a pre-arranged set up?   According to historians and archivists at Corbis Images, it was a publicity stunt. Nonetheless, it lends itself to a presentation that will use this photo to elicit students’ reflections, inferences, and critical thinking; at the same time, the instructor’s guided debate will aim to provoke the students’ production of oral and written language.

Nel nostro intervento vogliamo presentare quello che, a tutt’oggi, è il primo MOOC (Massive Open Online Course) dedicato alla diffusione della lingua e cultura italiana.

My presentation focuses on the theory and the application behind the use of multimedia and the social media in teaching Foreign Language and Culture. It provides an opportunity to reshape teaching and stimulate the learning of Italian language and culture. In proposing how to design interesting and meaningful content to teach foreign culture and language, I show how to integrate resources and strategies using technology. My session delineates how by incorporating technologies (i.e.

The presentation will focus on integrating museum resources in the Italian language and culture curriculum at intermediate and advanced levels. Through a step-by-step construction of well developed, dynamic, self-paced activities, I will demonstrate how enriching, innovative, and adaptable online museum resources can be in teaching both language and content-based courses. Alternative platforms of content delivery, such as Wikis and Google+ will be discussed.

Although the 5 Cs of the ACTFL Standards underline the importance of gaining “knowledge and understanding of other cultures” and the MLA report advocates for transcultural and translingual competence, in lower division language classes, culture is often limited to blurbs in the textbook and it is likely to be the first element omitted due to time constraints.This paper presents an effective way of integrating the use of authentic materials, specifically the 2010 film Benvenuti al sud, in the curriculum of a second semester Italian class.