Gjornâl Furlan des Siencis - Friulian Journal of Science

Educazion linguistiche te scuele primarie e Language Teacher Cognition. Risultâts di un scandai in Lombardie

PAOLA SOLERTI — 2021-05-03

La Italie e je caraterizade di simpri di un plurilinguisim che, di là dal talian e des sôs varietâts, al cjape dentri diviersis lenghis minoritariis storichis e un numar une vore alt di dialets. Gjavade cualchi rare ecezion, dut câs, la scuele taliane e je stade par une vore di timp une istituzion monolengâl. Tai ultins cincuante agns, la internazionalizazion e la globalizazion, la domande cressinte di aprendiment des lenghis forestis, lis migrazions continentâls e intercontinentâls (che a àn puartât te societât taliane un neoplurilinguism inedit par numar di varietâts e gjenar di lenghis coinvoltis), a àn metût la scuele devant di sfidis gnovis e inmò plui dificilis. Plui o mancul tal stes arc di timp, si è vignude delineant in ambit teoric une vision de educazion linguistiche tant che procès globâl e unitari che si displee a traviers dal curriculum e al cjape dentri l’insegnament/aprendiment de lenghe mari, de lenghe di scolarizazion, des lenghis forestis e classichis. La atuazion de educazion linguistiche e je, però, rimetude in ultime analisi ai insegnants e e je, duncje, condizionade a fuart des lôr cognossincis, crodincis, teoriis implicitis, opinions, convinzions, ategjaments e, in gjenerâl, di dut chel che al jentre te definizion di teacher cognition. Chest contribût al presente une part di risultâts di une indagjin plui ample, puartade indevant tal 2018 in Lombardie, midiant de soministrazion di un cuistionari. I dâts che culì a vegnin presentâts nus permetin di esplorâ la language teacher cognition dai insegnants di scuele primarie su diviers aspiets de educazion linguistiche.

Language Education in Primary School and Language Teacher Cognition. Some Results from a Survey in Lombardy

PAOLA SOLERTI — 2021-05-03

Italy has always been characterised by a multilingualism that, in addition to Italian and its varieties, includes a very large number of dialects and several historical minority languages. The Italian school, on the other hand, has long, with rare exceptions, been a monolingual institution. Over the last fifty years, internationalisation and globalisation, the growing demand for foreign language learning, and continental and intercontinental migrations (which have introduced an unprecedented neo-multilingualism into Italian society in terms of the number of varieties and types of languages involved), have presented schools with new and even greater challenges. At around the same time, a vision of language education as a comprehensive and unitary process unfolding across the curriculum and encompassing the teaching/learning of the mother tongue, the language of instruction, foreign languages and classical languages has been emerging in the theoretical field. The implementation of language education is, however, ultimately entrusted to teachers and is therefore strongly influenced by teachers’ knowledge, beliefs, implicit theories, opinions, attitudes and, in general, by everything that falls within the definition of teacher cognition. This contribution presents the results of a broader survey, conducted in 2018 in Lombardy through the administration of a questionnaire. The data presented allow us to explore the language teacher cognition of primary school teachers with respect to different aspects of language education

Lis valutazions storiografichis di Lamalle te Prefazion dal libri Vita e opere di Galileo Galilei di Pio Paschini Impostazions storiografichis a confront

LORENZO MARCOLINI — 2021-05-03

Il câs de opare su Galilei consegnade di Pio Paschini tal 1944 pe stampe, ma publicade dome vincj agns dopo, al è pôc cognossût fûr dal mont eclesiâl catolic. Ma, ancje se a son passâts zaromai cuasi setante agns, e je une storie che e stice domandis sui limits de cognossince sientifiche e su la influence des scuviertis sientifichis sedi su la societât che sul rapuart tra sience e religjon. Il libri al fo publicât par cure de Academie Pontificie des Siencis, la stesse che e veve decidût vincj agns prime di archiviâlu cence publicâlu. P. Edmond Lamalle, jesuite e storic de sience, al fo incjariât di curâ la publicazion, zontant notis di inzornament daûr des gnovis liniis storiografichis. Lamalle no dome al metè te sô prefazion justis notis critichis, ma al jentrâ tal test origjinâl, inserint corezions e zontis, metudis in evidence dal voli atent di bonsignôr Pietro Bertolla e puartadis sul palc dal Congrès dal centenari de nassite dal prelât cjargnel. La man di Lamalle si inserìs propit li che l’autôr al conte il disvilup dal famôs procès subît di Galilei devant dal Tribunâl dal Sant Ufizi, viodût dal mont sientific come la prove di un conflit eterni tra sience e religjon. Ancje in chest articul, l’autôr, cuasi cincuante agns daspò de publicazion dal lavôr di Paschini par cure di Lamalle, al sint la necessitât di tornâ a lei i judizis dal savi jesuite di dentri un mont une vore cambiât, soredut de conotazion tecnologjiche de nestre societât e di gnûfs contribûts e studis su la epistemologjie sientifiche e sul câs Galilei. La rileture de prefazion di Lamalle e à permetût duncje di fâ ancje cualchi riflession personâl

Lamalle’s Historiographical Considerations in the Preface to Pio Paschini’s Vita e opere di Galileo Galilei Comparing Historiographical Approaches

LORENZO MARCOLINI — 2021-05-03

The case of the work on Galilei delivered by Pio Paschini in 1944 for printing but then published twenty years later is little known outside the Catholic ecclesial world. But it is a story that stimulates, even seventy years later, questions about the limits of scientific knowledge and the influence of scientific discoveries on both society and the relationship between science and religion. The book was published by the Pontifical Academy of Sciences, the same one that had decided twenty years earlier to archive it. Fr. Edmond Lamalle, a Jesuit and historian of science, was commissioned to edit the publication, inserting appropriate updating notes required by the new historiographical lines. Lamalle not only introduced appropriate critical notes in his preface, he also inserted corrections and additions into the original text, highlighted by the attentive eye of Monsignor Pietro Bertolla and brought to the stage at the centenary congress of the Carnic prelate’s birth. Lamalle’s hand fits right in where the author recounts the development of the famous trial suffered by Galilei before the Tribunale del Sant’Ufizio, seen by the scientific world as proof of an irremediable conflict between science and religion. In this article, the author, fifty years after the publication of the Paschinian work, notes the need to reread the Jesuit scholar’s judgments from within a world profoundly changed, above all by the technological connotation of our society and by new contributions and studies on scientific epistemology and the Galilei case. The rereading of his preface, therefore, lent itself to personal reflection. .