beliefs & Practices

In my classes I strive to 1) use the target language consistently while providing input to my students through my own speech or compelling authentic materials; 2) ensure that the Italian culture and lifestyle is conveyed through daily communication and not as an isolated aspect of the class; and 3) develop opportunities that allow students to engage in all three modes of communication.

It starts with personal relationship building, and establishing a foundation of trust and respect. I believe that strong relationships between students and with their teacher drive language acquisition. Students are more motivated and excited to learn when they grow their proficiency as a team and when their accomplishments are celebrated. Once a positive climate has been established, my students are engaged with compelling authentic materials and complete relevant, real-life tasks that maintain their interest and excitement for language learning.

In many language classes grammar and vocabulary are presented as isolated, explicit facts to be learned and practiced. In my classroom, students acquire the vocabulary and grammatical structures needed to complete tasks at their proficiency levels more naturalistically. While explicit attention to grammar does take place sometimes, students generally encounter structures incidentally through exposure to authentic materials, and through my linguistic feedback. Students also use targeted forms to complete tasks.

In the past, I taught culture as knowledge about Italy and some of the customs of the Italian speaking world, and thought that intercultural competence meant being able to list facts about holidays and what people wear. Today, I believe it means being able to interpret cultural events with an open mind, interact with others in a respectful and appropriate manner, and investigate the realities of communities different from your own. Students can increase their intercultural competence by engaging meaningfully with the products, practices, and perspectives of the communities where the target language is spoken.