A CONVERSATIONAL ASSISTANT TO SUPPORT IMMIGRANTS’ LEARNING OF ITALIAN AS L2: CPIABOT
Article Sidebar
Published
Sep 17, 2020
Main Article Content
Abstract
Language learning is central to the social inclusion pathways of adult migrants. In particular, the composition of the foreign population in Italy and its educational needs introduce important challenges for language education, such as adult literacy and education, which go hand in hand with the learning of communicative competence. In this context, a conversational agent, on mobile devices, can play a significant role of integration between formal and informal learning, leveraging interactivity and flexibility of use. In the contribution, we will illustrate how methodological approaches tailored to the needs of low literate adults have been translated into the functional specifications of a chatbot (CPIAbot) supporting classroom and out-of-class teaching, within the CPIA[1]. The interweaving of specific needs, didactic-methodological approaches and bot architecture will be analysed, highlighting its strengths and critical points in view of a forthcoming experimentation aimed at verifying the effectiveness of CPIAbot in supporting poorly educated migrants in learning Italian L2.
[1] http://www.retecpialiguria.it/
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Balboni, P. E. (2015). Le sfide di Babele, Torino, IT: Utet.
Borri, A., & Masiero, G. (2018). I.D.E.A: Interazioni dialogiche e affini. Una proposta di didattica ludica in classi eterogenee di adulti. Italiano LinguaDue, 9(2), 506-523. doi: doi: 10.13130/2037-3597/9887
Borri, A., Minuz, F., Rocca, L., & Sola, C. (2014). Italiano L2 in contesti migratori. Sillabo e descrittori dall’alfabetizzazione all’A1. Torino, IT: Loecher.
Brichese, A. (2018). Lo studente adulto analfabeta e semi-analfabeta. Educazione Linguistica. Language Education, 7(1), 7-24. doi: 10.30687/ELLE/2280-6792/2018/01/001
Çakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-47.
Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112. doi: 10.1017/S0958344009000032
Corbeils, J. R., & Vandes-Corbeils, M. E. (2007). Are you ready for mobile learning? Educause Quarterly, 2, 51-58. doi: 10.1504/IJMLO.2008.018717
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY, USA: Plenum Publishing. doi: 10.1007/978-1-4899-2271-7
Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston S. & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). London, UK: Routledge. 74-83.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216. doi: 10.1017/S0958344014000287
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256. doi: 10.1037/0033-295X.95.2.256
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue canadienne de psychologie, 13(4), 266. doi: 10.1037/h0083787
Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8-27. doi: 10125/44643
ISTAT (2019). Vita e percorsi di integrazione degli immigrati in Italia. Retrieved from https://www.istat.it/it/archivio/230556
Knowles, M. (1993). Quando l'adulto impara: pedagogia e andragogia (AIF 6). Milano, IT: De Angeli.
Kukulska-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. International Journal of Mobile Learning and Organisation, 4(2), 116-129. doi: 10.1504/IJMLO.2010.032632
Kukulska-Hulme, A. (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In L.H. Wong, M. Milrad & M. Specht (Eds.), Seamless learning in the age of mobile connectivity (pp. 281-294). Singapore, SG: Springer. doi: 10.1007/978-981-287-113-8_14
Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), 52-65. doi: 10.5204/jld.v2i1.28
Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London, UK: Bloomsbury Publishing.
Livingstone, D. (2001). Adults' informal learning: definitions, findings, gaps and future research. NALL Working Paper 21, New Approaches to Lifelong Learning (NALL), Ontario Institute for Studies in Education, University of Toronto, Toronto.
Mariani, L. (2012). La motivazione negli apprendimenti linguistici: approcci teorici e implicazioni pedagogiche. Italiano LinguaDue, 4(1), 1-19. doi: 10.13130/2037-3597/2267
Minuz, F. (2005). Italiano L2 e alfabetizzazione in età adulta. Roma, IT: Carocci.
Minuz, F. (2014). La didattica dell’italiano in contesti migratori. Gentes, 1(1), 107-112.
Nitti, P. (2018). La didattica della lingua italiana per gruppi disomogenei. Brescia, IT: La Scuola.
Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C. … Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 1-31. doi: https://doi.org/10.1080/17437199.2020.1718529
Ravicchio, F., Robino, G., & Trentin, G. (2019). CPIAbot: un chatbot nell’insegnamento dell’Italiano L2 per stranieri. In G. Adorni & F. Koceva (EDS.), Atti di Convegno Didamatica 2019, BYOD, realtà aumentata e virtuale: opportunità o minaccia per la formazione? (pp.77-86). Milano, IT: Edizioni AICA.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. doi: 10.1177/0033688214561621
Schugurensky, D. (2000). The forms of informal learning: towards a conceptualization of the field. Retrieved from www.oise.utoronto.ca/depts/sese/csew/nall/res/19formsofinformal.htm
Schumann, J. H. (2001). Appraisal psychology, neurobiology, and language. Annual Review of Applied Linguistics, 21, 23-42. doi: 10.1017/S0267190501000022
Titone R. (1977). Psicodidattica. Brescia, IT: La Scuola.
Trentin, G. (2016). Always-on education and hybrid learning spaces. Educational Technology, 56(2), 31-37.
Borri, A., & Masiero, G. (2018). I.D.E.A: Interazioni dialogiche e affini. Una proposta di didattica ludica in classi eterogenee di adulti. Italiano LinguaDue, 9(2), 506-523. doi: doi: 10.13130/2037-3597/9887
Borri, A., Minuz, F., Rocca, L., & Sola, C. (2014). Italiano L2 in contesti migratori. Sillabo e descrittori dall’alfabetizzazione all’A1. Torino, IT: Loecher.
Brichese, A. (2018). Lo studente adulto analfabeta e semi-analfabeta. Educazione Linguistica. Language Education, 7(1), 7-24. doi: 10.30687/ELLE/2280-6792/2018/01/001
Çakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-47.
Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112. doi: 10.1017/S0958344009000032
Corbeils, J. R., & Vandes-Corbeils, M. E. (2007). Are you ready for mobile learning? Educause Quarterly, 2, 51-58. doi: 10.1504/IJMLO.2008.018717
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY, USA: Plenum Publishing. doi: 10.1007/978-1-4899-2271-7
Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston S. & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). London, UK: Routledge. 74-83.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216. doi: 10.1017/S0958344014000287
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256. doi: 10.1037/0033-295X.95.2.256
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue canadienne de psychologie, 13(4), 266. doi: 10.1037/h0083787
Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8-27. doi: 10125/44643
ISTAT (2019). Vita e percorsi di integrazione degli immigrati in Italia. Retrieved from https://www.istat.it/it/archivio/230556
Knowles, M. (1993). Quando l'adulto impara: pedagogia e andragogia (AIF 6). Milano, IT: De Angeli.
Kukulska-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. International Journal of Mobile Learning and Organisation, 4(2), 116-129. doi: 10.1504/IJMLO.2010.032632
Kukulska-Hulme, A. (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In L.H. Wong, M. Milrad & M. Specht (Eds.), Seamless learning in the age of mobile connectivity (pp. 281-294). Singapore, SG: Springer. doi: 10.1007/978-981-287-113-8_14
Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), 52-65. doi: 10.5204/jld.v2i1.28
Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London, UK: Bloomsbury Publishing.
Livingstone, D. (2001). Adults' informal learning: definitions, findings, gaps and future research. NALL Working Paper 21, New Approaches to Lifelong Learning (NALL), Ontario Institute for Studies in Education, University of Toronto, Toronto.
Mariani, L. (2012). La motivazione negli apprendimenti linguistici: approcci teorici e implicazioni pedagogiche. Italiano LinguaDue, 4(1), 1-19. doi: 10.13130/2037-3597/2267
Minuz, F. (2005). Italiano L2 e alfabetizzazione in età adulta. Roma, IT: Carocci.
Minuz, F. (2014). La didattica dell’italiano in contesti migratori. Gentes, 1(1), 107-112.
Nitti, P. (2018). La didattica della lingua italiana per gruppi disomogenei. Brescia, IT: La Scuola.
Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C. … Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 1-31. doi: https://doi.org/10.1080/17437199.2020.1718529
Ravicchio, F., Robino, G., & Trentin, G. (2019). CPIAbot: un chatbot nell’insegnamento dell’Italiano L2 per stranieri. In G. Adorni & F. Koceva (EDS.), Atti di Convegno Didamatica 2019, BYOD, realtà aumentata e virtuale: opportunità o minaccia per la formazione? (pp.77-86). Milano, IT: Edizioni AICA.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. doi: 10.1177/0033688214561621
Schugurensky, D. (2000). The forms of informal learning: towards a conceptualization of the field. Retrieved from www.oise.utoronto.ca/depts/sese/csew/nall/res/19formsofinformal.htm
Schumann, J. H. (2001). Appraisal psychology, neurobiology, and language. Annual Review of Applied Linguistics, 21, 23-42. doi: 10.1017/S0267190501000022
Titone R. (1977). Psicodidattica. Brescia, IT: La Scuola.
Trentin, G. (2016). Always-on education and hybrid learning spaces. Educational Technology, 56(2), 31-37.