A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic.

Cinganotto, L., Benedetti, F., Langé, G. and Lamb, T. 2022. A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic. Rome, Italy Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (Indire).

TitleA survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic.
AuthorsCinganotto, L., Benedetti, F., Langé, G. and Lamb, T.
TypeProject report
Abstract

This report is divided into two parts. The first summarizes the different activities carried out by INDIRE and the Italian Ministry of Education in schools focusing on the role of language teachers in new learning contexts as a result of the pandemic.
In the second part the report presents the findings from a survey exploring the knowledge, attitudes and reactions of Italian teachers of languages and CLIL with reference to language teaching, learning and assessment in Italian schools.
The findings are drawn from a nationally representative quantitative survey of 2.805 respondents: 78,4% foreign language teachers, 5,3% CLIL teachers, 9,3% both CLIL and language teachers, 1% school leaders. Respondents were mainly from upper secondary (41,3%) and lower secondary schools (31,9%), however primary teachers were also well represented (25,1%).
This report aims to answer the following three research questions:
RQ1: Are Italian teachers of foreign languages and CLIL teachers familiar with the Italian language policies, norms and reforms, as per the 2019 Council Recommendation on a comprehensive approach to the teaching and learning of languages?
RQ2: What are the teachers’ levels of knowledge, attitudes and reactions towards language learning, teaching and assessment?
RQ3: How did foreign language and CLIL teachers deal with the challenge of online, remote and blended language teaching, learning and assessment during the pandemic?

Keywordslanguage learning and teaching
Italy
Covid-19
European Council Recommendation
Year2022
PublisherIstituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (Indire)
Place of publicationRome, Italy
Publication dates
PublishedJan 2022
ISBN9788899456252
Page range112 pages
FunderItalian Ministry of Education

Related outputs

Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies
Lamb, T. and Vodicka, G. 2021. Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies. in: Frank, A. and da Rosa Pires, A. (ed.) Teaching Urban and Regional Planning: Innovative Pedagogies in Practice Cheltenham, UK Edward Elgar Publishing. pp. 20-38

Autonomy in the Age of Multilingualism
Benson, P. and Lamb, T. 2021. Autonomy in the Age of Multilingualism. in: Jiménez Raya, M. and Vieira, F. (ed.) Autonomy in Language Education: Theory, Research and Practice London Routledge. pp. 74-88

Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London
Lamb, T. 2020. Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London. Journal of Linguistics and Language Teaching. 11 (2), pp. 99-127.

Perspectives on language education policy
Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B 2020. Perspectives on language education policy. in: Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B. (ed.) Insights into language education policies Frankfurt-am-Main Peter Lang. pp. 9-13

Home away from Home: Research Report
Lamb, T., Roksandić, A., Mayer, D., Meissner, H., Gimenez, J., Lang, L. and Bastiaan, R. 2019. Home away from Home: Research Report. Osijek, Croatia Centar za Mir. https://doi.org/10.34737/v25x4

Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'
Lamb, T.E. and Mayer, D. 2019. Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'. Anthropology of the Middle East. 14 (2), pp. 115-129. https://doi.org/10.3167/ame.2019.140208

Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education
Lamb, T., Hatoss, A. and O'Neill, S. 2019. Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education. in: Papa, R. (ed.) Handbook on Promoting Social Justice in Education Cham Springer. pp. 1-38

Learner autonomy: A cultural perspective from Libya
Elmahjoub, A. and Lamb, T. 2019. Learner autonomy: A cultural perspective from Libya. in: Giuseffi, F.G. (ed.) Self-directed learning strategies in adult educational contexts. Hershey, PA, USA IGI Global. pp. 71-89

IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung
Lamb, T. and de Carvalho, G. 2018. IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung. IDV Magazin. 2018 (94), pp. 63-70.

Space, place, autonomy and the road not yet taken
Murray, G. and Lamb, T. 2018. Space, place, autonomy and the road not yet taken. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 249-262

Space, place and autonomy in language learning: An introduction
Lamb, T. and Murray, G. 2018. Space, place and autonomy in language learning: An introduction. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 1-6

Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives
Lamb, T. and Vodicka, G. 2018. Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives. in: Murray, G. and Lamb, T. (ed.) Space, Place and Autonomy in Language Learning Abingdon, Oxon and New York Routledge. pp. 9-28

Knowledge about language and learner autonomy
Lamb, T. 2017. Knowledge about language and learner autonomy. in: Cenoz, J. and Gorter, D. (ed.) Language Awareness and Multilingualism (Encyclopedia of Language and Education) Cham, Switzerland Springer. pp. 173-186

Families’ roles in children’s literacy in the UK throughout the 20th century
Nutbrown, C., Clough, P., Levy, R., Little, S., Lamb, T. and Yamada-Rice, D. 2017. Families’ roles in children’s literacy in the UK throughout the 20th century. Journal of Early Childhood Literacy. 17 (4), pp. 551-569. https://doi.org/10.1177/1468798416645385

Mapping autonomy in language education: A framework for learner and teacher development
Raya, Manuel J., Lamb, T. and Vieira, F. 2017. Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt-am-Main, Germany Peter Lang.

Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities
Lamb, T. and Little, S. 2016. Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities. in: Tsagari, D. (ed.) Classroom-based assessment in L2 contexts Cambridge, UK Cambridge Scholars Publishing. pp. 184-206

Towards a plurilingual habitus: engendering interlinguality in urban spaces
Lamb, T. 2015. Towards a plurilingual habitus: engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning. 10 (2), pp. 151-165. https://doi.org/10.1080/22040552.2015.1113848

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review
Levy, R., Little, S., Clough, P., Nutbrown, C., Bishop, J., Lamb, T. and Yamada-Rice, D. 2014. Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review. London Booktrust.

Action research: Promoting teacher/learner autonomy and improving praxis
Course, S., Lamb, T. and Aoki, N. 2013. Action research: Promoting teacher/learner autonomy and improving praxis. in: Barfield, A. and Delgado Alvarado, N. (ed.) Autonomy in language learning: Stories of practices. Canterbury, UK IATEFL. pp. 140-149

Apprendre les uns des autres: Manuel pour les associations de professeurs de langues
Lamb, T., Atanasoska, T., Hepp, M., Jónsdóttir, S. and Zielinsky, J. 2012. Apprendre les uns des autres: Manuel pour les associations de professeurs de langues. Graz, Austria European Centre for Modern Languages.

Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände
Lamb, T., Atanasoska, T., Hepp, M., Zielinsky, J. and Jónsdóttir, S. 2012. Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände. Graz, Austria European Centre for Modern Languages.

Language associations and collaborative support: language teacher associations as empowering spaces for professional networks
Lamb, T. 2012. Language associations and collaborative support: language teacher associations as empowering spaces for professional networks. Innovation in Language Learning and Teaching. 6 (3), pp. 287-308. https://doi.org/10.1080/17501229.2012.725255

Learning from each other: A handbook for language teacher associations
Lamb, T., Atanasoska, T., Hepp, M., Jönsdottir, S. and Zielinsky, J. 2012. Learning from each other: A handbook for language teacher associations. Graz, Austria European Centre for Modern Languages.

MARILLE – Promoting plurilingualism in the majority language classroom
Aalto, E., Abel, A., Boeckmann, K-B. and Lamb, T. 2011. MARILLE – Promoting plurilingualism in the majority language classroom. Babylonia, the Swiss Journal of Language and Teaching. (1), pp. 44-48.

Reconceptualising Intercultural Education: A Model from Language Education
Lamb, T. 2011. Reconceptualising Intercultural Education: A Model from Language Education. Hermeneia, a Journal of Hermeneutics, Art Theory and Criticism. 11.

Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices
Lamb, T. 2011. Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics. 14 (2), pp. 68-85.

La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy
Lamb, T. 2010. La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy. in: Diadori, P. (ed.) Formazione, qualità e certificazione per la didattica delle lingue moderne in Europa/TQAC in FLT. Training, Quality and Certification in Foreign Language Teaching Florence Le Monnier. pp. 22-30

Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes
Lamb, T. 2010. Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes. in: Paran, A. and Sercu, L. (ed.) Testing the untestable in language and education Clevedon Multilingual Matters. pp. 98-119

Controlling learning: relationships between motivation and learner autonomy
Lamb, T. 2009. Controlling learning: relationships between motivation and learner autonomy. in: Pemberton, R., Toogood, S. and Barfield, A. (ed.) Maintaining control: Autonomy and Language Learning Hong Kong Hong Kong University Press. pp. 67-86

Language learner autonomy in an English context
Lamb, T. 2008. Language learner autonomy in an English context. in: Miliander, J. and Trebbi, T. (ed.) Educational policies and language learner autonomy in schools: a new direction in language education? Dublin Authentik. pp. 26-39

Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development
Jiménez Raya, M., Lamb, T. and Vieira, F. 2007. Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development. Dublin Authentik.

Escaping from the treadmill: practitioner research and professional autonomy
Lamb, T. and Simpson, M. 2003. Escaping from the treadmill: practitioner research and professional autonomy. The Language Learning Journal. 28 (1), pp. 55-63. https://doi.org/10.1080/09571730385200211

Language Policy in Multilingual UK
Lamb, T. 2001. Language Policy in Multilingual UK. Language Learning Journal. 23 (1), pp. 4-12. https://doi.org/10.1080/09571730185200031

Reconceptualising disaffection: issues of power, voice and learner autonomy
Lamb, T. 2000. Reconceptualising disaffection: issues of power, voice and learner autonomy. in: Walraven, G., Parsons, C., Van Veen, D. and Day, C. (ed.) Combating Social Exclusion through Education Louvain, Belgium and Apeldoorn, Netherlands Garant. pp. 99-115

Permalink - https://westminsterresearch.westminster.ac.uk/item/vv354/a-survey-of-language-learning-teaching-with-an-overview-of-activities-in-italy-during-the-covid-19-pandemic


Share this

Usage statistics

30 total views
1 total downloads
5 views this month
0 downloads this month
These values are for the period from September 2nd 2018, when this repository was created