Fostering 'knowledge' through representations of eating habits in Italian foreign language textbooks: An intercultural challenge

De Vincenti, G

Fostering 'knowledge' through representations of eating habits in Italian foreign language textbooks: An intercultural challenge

De Vincenti, G

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Publication Type:: Journal Article
Citation:: Forum Italicum, 2017, 51 (3), pp. 761 - 774
Issue Date:: 2017-11-01

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Field	Value	Language
dc.contributor.author	De Vincenti, G https://orcid.org/0000-0003-0070-9725	en_US
dc.date.issued	2017-11-01	en_US
dc.identifier.citation	Forum Italicum, 2017, 51 (3), pp. 761 - 774	en_US
dc.identifier.issn	0014-5858	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123678
dc.description.abstract	© Forum Italicum. This article problematizes the implementation of the knowledge component of the Intercultural Communicative Competence (ICC) framework, drawing on documents developed by Byram (2009) for the Language Policy Division of the Council of Europe. In response to policies developed by the Ministry of Education, University and Research, the Italian education sector has undertaken major initiatives to adopt the European framework at the national level and engage with an increasingly multicultural society impacted by immigration. This process has been supported by new resources and textbooks, including textbooks of Italian as a foreign language, designed to portray Italy's contemporary society and foster intercultural discussion. However, I argue that the analysis of selected units of Italian foreign language textbooks, focusing on eating habits, indicates that they are yet to reflect the changes taking place in Italy. Rather, they foster knowledge of culture and society through representations that contradict the principles on which the ICC framework is based.	en_US
dc.relation.ispartof	Forum Italicum	en_US
dc.relation.isbasedon	10.1177/0014585817711688	en_US
dc.title	Fostering 'knowledge' through representations of eating habits in Italian foreign language textbooks: An intercultural challenge	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	51	en_US
utslib.for	2002 Cultural Studies	en_US
utslib.for	2003 Language Studies	en_US
utslib.for	2005 Literary Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	51	en_US

Abstract:

© Forum Italicum. This article problematizes the implementation of the knowledge component of the Intercultural Communicative Competence (ICC) framework, drawing on documents developed by Byram (2009) for the Language Policy Division of the Council of Europe. In response to policies developed by the Ministry of Education, University and Research, the Italian education sector has undertaken major initiatives to adopt the European framework at the national level and engage with an increasingly multicultural society impacted by immigration. This process has been supported by new resources and textbooks, including textbooks of Italian as a foreign language, designed to portray Italy's contemporary society and foster intercultural discussion. However, I argue that the analysis of selected units of Italian foreign language textbooks, focusing on eating habits, indicates that they are yet to reflect the changes taking place in Italy. Rather, they foster knowledge of culture and society through representations that contradict the principles on which the ICC framework is based.

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http://hdl.handle.net/10453/123678