Joanne Baldoni è laureata in Traduzione in inglese e russo presso la Scuola Superiore di Lingue Moderne per Interpreti e Traduttori dell’Università di Trieste. Dal 1995 insegna inglese come lingua straniera prima in Russia, poi in Italia e negli Stati Uniti. Dal 2004 è Collaboratore ed Esperto Linguistico del Centro Linguistico di
Ateneo dell’Università di Trieste. Ha pubblicazioni sulle reading skills (2009), sul testing linguistico (2010) e sulla trascrizione multimodale (2013). Ha il diploma TESOL (2006) e di Teaching Languages with Technology (2009) e i certificati di Language Testing (2007), Teaching Live Online (2018) ed E-Moderation Skills (2019). Attualmente è iscritta al secondo anno del Master in Language Education presso l’Università di Chichester.

José Francisco Medina Montero è Professore Ordinario di Lingua e Traduzione - Lingua Spagnola presso il Dipartimento di Scienze Giuridiche, del Linguaggio, dell’Interpretazione e della Traduzione dell’Università di Trieste. I suoi interessi di ricerca sono la Lingua spagnola (diacronia e sincronia) come prima e seconda
lingua, la Linguistica contrastiva italiano-spagnolo-italiano e la Traduzione italiano-spagnolo-italiano. In questi campi ha pubblicato più di 75 lavori, fra cui articoli, libri ecc. È Direttore del Centro Linguistico di Ateneo dal 2021.

Simonetta Pasqualis è laureata in Traduzione in inglese ed olandese presso la Scuola Superiore di Lingue Moderne per Interpreti e Traduttori dell’Università di Trieste. È bibliotecaria accademica dal 1985, sia in ambito scientifico (ICTP, SISSA) che umanistico (Università di Trieste). Dal 2015 al 2025 ha lavorato per il Centro Linguistico di Ateneo dell’Università di Trieste. Negli anni ha ricoperto incarichi sia a livello regionale che nazionale nell’AIB. Dal 2003 è Delegata per l’IFLA, prima nella sezione Serials and Other Continuing Resources, poi in Art Libraries, mentre attualmente è membro dello Standing Committee “Literacy & Reading”. Oggi continua l’attività bibliotecaria nella Casa Internazionale delle Donne di Trieste, che fa parte del progetto Biblioteca Diffusa.

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Now showing 1 - 5 of 21

Digital tools in foreign language teaching and learning: the good, the bad, and the ugly
(EUT Edizioni Università di Trieste, 2025)
Baldoni, Joanne
This paper explores the advantages and challenges of developing a student- centered language learning website for a group of EFL students at the Department of Political and Social Science of the University of Trieste. More specifically, a selection of songs containing lyrics with embedded political, social, and/or cultural meaning is chosen as the basis for the language learning activities integrated into the website. A number of digital tools are used to develop practice exercises aimed specifically at expanding the students’ vocabulary range in a carefully sequenced, enjoyable, and digestible manner. Among the activities contemplated in the design of the website, one in particular invites students to participate in its ongoing development by contributing with a song in English of their choice with similar content as described above. By researching a song online and creating a digital language activity for their peers, students enhance their language and digital literacy skills while also fostering each other’s intercultural awareness. The paper concludes with reflections on the benefits, limitations, and often neglected implications of using digital technologies to create such a language learning tool.
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Organizzazione corsi e rilascio open badge nell’ambito del programma internazionale intensivo blended (BIP) Erasmus+: “Intercomprehension between Germanic/Romance languages”, accordo tra Università europee”
(EUT Edizioni Università di Trieste, 2025)
Tucciarelli, Laura
;
Vallesi, Gianna
The CLA UniFi has been organizing Intercomprehension courses since the 2020/2021 academic year as a new language learning methodology that allows you to quickly learn to understand multiple foreign languages of the same linguistic family and thus promote an ancestral way of communication in which two people can communicate by speaking their own language. The CLA offers a Course in Intercomprehension between Romance languages and a Course in Intercomprehension between Germanic languages. From 2023 in June the courses are offered as part of the Erasmus + international blended intensive program (BIP): “Intercomprehension between Germanic / Romance languages”, a multilateral agreement with European Universities; these are intensive summer courses, lasting 30 hours, of which 27 in person + 3 hours online before the start. The intervention traces the process of preparing the necessary documentation, the relationships with the International Mobility Office of UniFI and with the partner Universities (10 in 2024), the organization of cultural activities during the stay, up to the issuing of open badges.
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Verifica linguistica e riconoscimento digitale delle competenze: il progetto LM e gli Open Badge al CLA-UniTO
(EUT Edizioni Università di Trieste, 2025)
Bussi, Anna
;
Caprì, Antonio
This paper presents the language proficiency assessment project for admission to Master’s degree programs (LM) at the University of Turin, developed by the University Language Centre (CLA-UniTO). Launched in 2022, the project is based on a multilingual and personalized testing architecture, supported by the Moodle platform and integrated with tools for remote monitoring and digital security. Through an approach focused on personalization, security, and scalability, CLA has implemented an innovative technological solution that could be replicated at a national level. In parallel, the paper explores the use of Open Badges as tools for the digital certification of language skills, with the aim of formally and transparently enhancing students’ educational pathways by outlining the main milestones, the actors involved, and future prospects.
13 5
Redefining, Revitalizing or Revolutionizing Language Education? That Is the Question
(EUT Edizioni Università di Trieste, 2025)
Zanca, Cesare
Generative Artificial Intelligence (AI) tools are transforming language education in university settings. Unlike previous technologies that primarily supported teaching or enriched learning environments, generative AI introduces a qualitative leap that challenges long-standing pedagogical methods, epistemological assumptions, educator perspectives and institutional structures. This article outlines the evolution of technology use in Italian university language centres, highlighting how AI demands a rethinking of educational objectives, teaching roles, and assessment practices. It explores AI’s pedagogical potential— including personalization, automated feedback, and cultural-linguistic inclusivity—while emphasizing the ethical and institutional challenges posed by a foreseeable rapid adoption of the new tools. Drawing on frameworks from UNESCO and international initiatives, the article argues for a human-centred, collaborative approach where AI supports but does not replace educators. Finally, it shares practical examples from the author’s teaching practice that illustrate how AI can foster critical thinking and learner autonomy within a new triangular paradigm involving teachers, students, and AI systems.
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Real Words, ARTful Intelligence: Vocabulary, Poetry and Prompts
(EUT Edizioni Università di Trieste, 2025)
Walthall, David
Today, AI and digital dictionaries offer exciting opportunities to stimulate student vocabulary acquisition through creative expression. To put some of these matters into a classroom context, the author created an activity for participants at the AICLU Language Instructors conference in Trieste, Italy in November 2024. The activity was conducted using participants’ own digital devices, primarily smartphones, followed by personal tablets or PCs, connected to the internet. Using imaginative input, participants experienced first-hand how vocabulary acquisition can happen in a playful and engaging manner.
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