1. Progetto speciale Regione Friuli Venezia Giulia Più lingue e culture: innovare l’educazione linguistica per una azione comunicativa integrata. CONTRIBUTO DELLA CLASSE 5BLS Liceo Scientifico Albert Einstein sede associata ISIS della Bassa Friulana Prof.ssa M. BELTRAMINIProf.ssa L. GIOLO

2. OUR CONTRIBUTION In-betweenness: a linguistic and cultural experience of encounter and learning. Vivere fra culture: un’esperienza di approfondimento linguistico-culturale e di riflessione critica

3. A SHORT VIDEO offline

4. LEARNING STEPS Step 1: Reading and Comprehension Step 2: Structural analysis of the dramatic monologue Step 3: Identifying intercultural themes Step 4: Learning and discovering the context Step 5: Comparing the original novel and its Italian translation Step 6: Coming to a conclusion Step 7: Reflecting on our learning process

5. Pakistan The United States The Religion of Islam The Religion Islam Symbols of Islam Italian Poetry on 09/11 Italian Poetry 09/11 The Janissaries Interview to the novelist at Udine’s Vicino Lontano Podcast from RAI Letteratura English Teacher’s resources IRC Teacher’s Resources IRCTeacher’s Resources The film by Mira Nair The film by Mira Nair THE CONTEXT

6. A CULTURAL ENCOUNTER THROUGH A DRAMATIC MONOLOGUE Samples of our structural analysis: Work 1: F. MISURIWork 1 Work 2: M. GRANZIERAWork 2 Work 3: A. ALIC' Work 3 Work 4: G. SCAINIWork 4

7. INTERCULTURAL THEMES Different languages, different cultures The language of the encounter Fundamentalism/s Men meet women: modern and traditional life styles The worldwide nature of stereotypes Identity/multiple identities The difficulty of living in “in-betweenness" The relationship with the foreigner and the stranger Human nature when facing fear and tragedy Communication/s and Culture/s

8. INTERCULTURAL OBJECTIVES Comparing languages Providing interpretation/s for differences and similarities Learning about different cultural codes Recognizing similarities and dissimilarities in the Italian translation of the novel Improving linguistic novel knowledge Learning about Christianity and Islam Comparing opinions about the novel

9. COMPARING QUOTATIONS RELEVANT TO INTERCULTURAL DIALOGUE Quotation 1: A. ALIC‘,F. MISURI, L. PALIAGAA. ALIC‘,F. MISURI, L. PALIAGA Quotation 2: C. Altobelli, G. ZanonC. Altobelli, G. Zanon Quotation 3: G. ScainiG. Scaini

10. SIMILARITIES AND DISSIMILARITIES Fear of uncertainty (nostalgia) Changez’s and the American man’s similar reaction in front of the girls met in Lahore’s tea room Changez’s use of a formal language while Americans generally communicate in a more informal style Different conceptions of the female gender Attitude towards history: Americans look at the future while Changez highlights Pakistani attachment to the past

11. ASPECTS OF OUR REFLECTION Multiplicity of cultures Attitude and respect towards other cultures Need to decenter from our single self to open to other cultures Need to widen our perspective on the world Efforts to look the world without suspect or stereotype/s To get awareness of our own identity/ies Reinforce empathy towards the Other Religion often used as an excuse for different interests (economical, political and social) Not everything is as it seems, what you see is not necessarily the truth. Reinforce tolerance and mutual understanding.

12. IN A NUTSHELL "Signs are never innocent. Semiotics teaches us that." "Semi-what?" "Semiotics, the study of signs." (David Lodge, Nice Work)

13. WHAT WE HAVE LEARNT We have improved knowledge of the language learnt new vocabulary compared English and Italian culture through language reflected on the symbolic value of proper names in literature/s in English understood the importance of language strategies to convey meaning learnt about the different concepts of time and space in different cultures enjoyed the poetry-like nature of language in Eastern culture known about the condition of in-betweenness one lives when he/she meets different cultures and people

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