La presente ricerca esamina l’evoluzione delle rappresentazioni della cultura italiana all’interno dei manuali di italiano come lingua straniera, utilizzati nel contesto didattico cinese. Attraverso un’analisi diacronica di tre manuali pubblicati in differenti periodi storici (1972, 1991, 2022), emerge un evidente spostamento dell’enfasi dalla cultura cinese verso una maggiore centralità della cultura italiana. L’analisi mette in luce dinamiche specifiche nella rappresentazione delle varie dimensioni della cultura italiana: si osserva un graduale equilibrio nelle rappresentazioni delle differenti dimensioni culturali, con una resa esplicita delle pratiche culturali e una presenza in crescita, seppur ancora marginale, delle prospettive culturali. Inoltre, si rileva un bilanciamento quasi paritetico tra rappresentazioni esplicite e implicite. Infine, l’analisi evidenzia la complessa interazione tra obiettivi educativi, contesti socio-storici e rappresentazioni culturali nei manuali di lingua, sottolineando come la rappresentazione della cultura italiana in tali testi costituisca un elemento attivo e plasmante nel contesto dell’educazione linguistica.
AlptekinC (1993) Target-language culture in EFL materials. ELT Journal47(2): 136–143.
2.
AngeliniE e TarantolaS (2020) La rappresentazione dell’immagine di genere (maschile e femminile) nei manuali di italiano L2. Bollettino Itals 18(85): 1–12.
3.
AppleM e Christian-SmithL (2017) The Politics of the Textbook. New York: Routledge.
4.
AtkinsonD (1999) TESOL and Culture. TESOL Quarterly33(4): 625.
5.
BaccinP e PavanE (2014) Developing Intercultural Awareness: An Ongoing Challenge in Foreign Language Teaching. In: RomanowskiP (a cura di) Intercultural Issues in the Era of Globalization. Varsavia: Wydawnictwo Naukowe Instytutu Komunikacji Specjalistycznej i Interkulturowej Uniwersytet Warszawski, pp. 8–21.
6.
BarekatB e NobakhtiH (2014) The Effect of Authentic and Inauthentic Materials in Cultural Awareness Training on EFL Learners’ Listening Comprehension Ability. Theory and Practice in Language Studies4(5): 1058–1065.
7.
BerhóDL e DefferdingV (2005) Communication, Culture, and Curiosity: Using Target-Culture and Student-Generated Art in the Second Language Classroom. Foreign Language Annals38(2): 271–276.
8.
BertucciS e RossettiS (2019) Quale intercultura? A spasso per manuali d’italiano L2 e LS. Bollettino Itals 17(78): 27–67.
9.
ByramM (2012) Language Awareness and (Critical) Cultural Awareness: Relationships, Comparisons and Contrasts. Language Awareness21(1–2): 5–13.
10.
ByramM e MorganC (1994) Teaching and Learning Language and Culture. Clavedon: Multilingual Matters.
11.
ByramM e RisagerK (1999) Language Teachers, Politics and Cultures. UK: Multilingual Matters.
12.
CanaleG (2016) (Re)Searching Culture in Foreign Language Textbooks, or the Politics of Hide and Seek. Language, Culture and Curriculum29(2): 225–243.
13.
ChaoT (2011) The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out. The Journal of Asia TEFL8(2): 189–210.
14.
CortazziM e JinL (1999) Cultural Mirrors: Materials and Methods in the EFL Classroom. In: HinkelE (a cura di) Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, pp. 196–219.
15.
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Disponibile su: https://rm.coe.int/1680459f97 (ultimo accesso: 26 febbraio 2024).
16.
Curdt-ChristiansenXL e WeningerC (2015) Introduction: Ideology and the Politics of Language Textbooks. In: Curdt-ChristiansenXL e WeningerC (a cura di) Language, Ideology and Education: The Politics of Textbooks in Language Education. Londra, New York: Routledge, pp. 1–8.
17.
DaiWD (2009) Revisione e prospettive dei 60 anni di istruzione delle lingue straniere in Cina. Foreign Languages in China6(5): 12–17.
18.
De GiorgiL (2020) 6 Italians in Beijing (1953–1962). In: SchatzMDe GiorgiL e LudesP (a cura di) Contact Zones in China: Multidisciplinary Perspectives. Oldenbourg: De Gruyter, pp. 81–96.
19.
De VincentiG (2017) Fostering “Knowledge” Through Representations of Eating Habits in Italian Foreign Language Textbooks: An Intercultural Challenge. Forum Italicum: A Journal of Italian Studies51(3): 761–774.
20.
Downe-WamboldtB (1992) Content Analysis: Method, Applications, and Issues. Health Care for Women International13(3): 313–321.
21.
GaleazziM (2011) Il Pci e il movimento dei paesi non allineati 1955–1975. Milano: FrancoAngeli.
22.
GrayJ (2013) Critical Perspectives on Language Teaching Materials. Londra: Palgrave Macmillan UK.
23.
HallS (a cura di) (1997) Representation: Cultural Representations and Signifying Practices. Londra: Sage.
24.
HsiehH-F e ShannonSE (2005) Three Approaches to Qualitative Content Analysis. Qualitative Health Research15(9): 1277–1288.
25.
JiangF e ZhangN (2019) Tre ondate della comunicazione internazionale della Cina (1978–2019). Global Journal of Media Studies6(2): 39–58.
26.
KachruBB (1985) Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle. In: QuirkR e WiddowsonHG (a cura di) English in the World: Teaching and Learning the Language and Literatures. Cambridge: Cambridge University Press, pp. 11–30.
27.
KachruBB (1992) Teaching World Englishes. In: KachruBB (ed) The Other Tongue: English Across Cultures, 2nd ed. Urbana, IL: University of Illinois Press, pp. 355–366.
28.
KachruBB (1997) World Englishes and English-Using Communities. Annual Review of Applied Linguistics17: 66–87.
29.
KaliskaM (2022) ‘Cultural Activities’ in Foreign Language Teaching: A Multimodal Perspective on Italian Language Textbooks. Italian Studies77(4): 470–486.
30.
KelesU e YazanB (2020) Representation of Cultures and Communities in a Global ELT Textbook: A Diachronic Content Analysis. Language Teaching Research27(5): 1325–1346.
31.
KocevaVKuzamanovskaDKirovaS, et al. (2022) Analysis of Grammar Vocabulary in Foreign Language Textbooks: Italian, German, English, and Macedonian. In: LuisGCLópez MartínezA e Candel TorresI (a cura di) 16th International Technology, Education and Development Conference. Valencia, 7–8 March, pp. 5297–5305. IATED Academy.
32.
KramschC (2009) Cultural Perspectives on Language Learning and Teaching. Handbook of Foreign Language Communication and Learning6: 219–245.
33.
KramschC (2014) Language and Culture. AILA Review27: 30–55.
34.
KramschCe VinallK (2015) The cultural politics of language textbooks in the era of globalization. In: WeningerC (a cura di) Language, Ideology and Education: The Politics of Textbooks in Language Education. Londra: Routledge, pp. 11–28.
35.
KressG (2010) Multimodality: A Social Semiotic Approach to Contemporary Communication. Oxon, New York: Routledge.
36.
KrippendorffK (2004) Content Analysis: An Introduction to its Methodology. Thousand Oaks, Calif: Sage.
37.
LässigS (2009) Textbooks and Beyond. Journal of Educational Media, Memory, and Society1(1): 1–20.
38.
LiC e XuB (2006) A History of Modern Foreign Language Education in China. Shanghai: Shanghai Foreign Language Education Press.
39.
LiddicoatAJ e ScarinoA (2013) Intercultural Language Teaching and Learning. UK: Wiley-Blackwell.
40.
MarinariG (2013) Gender Representations in the Dialogs of an Italian as a Foreign Language Textbook. Revista Electrónica Matices en Lenguas Extranjeras 1(7): 66–88.
41.
MassimiLR (2014) L’editoria italiana per stranieri: Guerra, Bonacci, Alma ed Edilingua. Italica91(1): 43–58.
42.
MayringP (2004) Qualitative Content Analysis. In: FlickUVon KardorffE e SteinkeI (a cura di) A Companion to Qualitative Research. Londra: Sage, 266–269.
43.
McGrathI (2016) Materials Evaluation and Design for Language Teaching. 2nd ed. Edimburgo: Edinburgh University Press.
44.
MontellaM e TorresinL (2019) L’intercultura nei manuali di italiano L2/LS: Un percorso di ricerca-azione all’università e nella Volkshochschule tra Germania e Canada. Bollettino Itals 17(78): 68–107.
45.
MoranPR (2009) Teaching Culture: Perspectives in Practice. Pechino: Foreign Language Teaching and Research Press.
46.
NeuendorfKA (2009) Reliability for Content Analysis. In: JordanABKunkelDManganelloJ, et al. (a cura di) Media Messages and Public Health: A Decisions Approach to Content Analysis. Communication series. New York; Londra: Routledge, pp. 67–87.
47.
NiY (2023) L’acquisizione dei marcatori metadiscorsivi negli apprendenti sinofoni d’italiano L2 e LS: Una ricerca longitudinale. Forum Italicum: A Journal of Italian Studies57(3): 999–1018.
48.
NichollsJ (2003) Methods in School Textbook Research. History Education Research Journal3(2): 11–26.
PaciottiE (2020) Varianti linguistiche e di genere nei manuali. Bollettino Itals 18(85): 3–28.
51.
RisagerK (2007) Language and Culture Pedagogy: From a National to a Transnational Paradigm. Clevedon: Multilingual matters.
52.
RisagerK (2021) Language Textbooks and Popular Geopolitics: Representations of the World and (Post)Colonial History in English and French. Journal of Postcolonial Linguistics2021(5): 12–30.
53.
RostagniCM (2012) Italia e Cina: Un secolo di relazioni. Italogramma: Identità italiana e civiltà globale all’inizio del ventunesimo secolo2: 44–53.
54.
SabatiniS (2022) Stereotipi e sessismo linguistico nei manuali di italiano L2/LS: analisi e proposte di riscrittura inclusiva. Torino: CIRSDe, Università degli Studi di Torino.
55.
SciarraA (2011) Didattica del congiuntivo a studenti stranieri nei manuali “Espresso” e “Magari”. Italiano LinguaDue3(1): 515–533.
56.
SerragiottoG e ScolaroS (2023) La lingua italiana nelle istituzioni accademiche cinesi. EL.LE12(1): 167–189.
57.
ShardakovaM e PavlenkoA (2004) Identity Options in Russian Textbooks. Journal of Language, Identity & Education3(1): 25–46.
58.
ShinJEslamiZR e ChenW-C (2011) Presentation of Local and International Culture in Current International English-Language Teaching Textbooks. Language, Culture and Curriculum24(3): 253–268.
59.
SmithC e SheyholislamiJ (2022) Current Trends in Critical Discourse Studies of Textbooks: A Look at Selected Literature. Canadian Journal of Applied Linguistics25(2): 47–63.
60.
Steering Committee of Foreign Language Teaching in Colleges and Universities (1998) Some Opinions on the Reform of the Undergraduate Education for Foreign Language Disciplines. Foreign Language World (72): 1–6.
61.
TajeddinZ e TeimournezhadS (2015) Exploring the Hidden Agenda in the Representation of Culture in International and Localised ELT Textbooks. The Language Learning Journal43(2): 180–193.
62.
TomalinB e StempleskiS (1993) Cultural Awareness. Oxford: OUP Oxford.
63.
UllahH e SkeltonC (2013) Gender Representation in the Public Sector Schools Textbooks of Pakistan. Educational Studies39(2): 183–194.
64.
UzumBYazanBZahrawiS, et al. (2021) A Comparative Analysis of Cultural Representations in Collegiate World Language Textbooks (Arabic, French, and German). Linguistics and Education61(2021): 1–12.
65.
Van DijkTA (2001) Discourse, Ideology and Context. Folia Linguistica35(1–2): 11–40.
66.
VekonyMV (2014) The Importance of Student Teachers’ Self-Awareness and Intercultural Education in Pre-Service Teacher Training. In: RomanowskiP (a cura di) Intercultural Issues in the Era of Globalization. Varsavia: Wydawnictwo Naukowe Instytutu Komunikacji Specjalistycznej i Interkulturowej Uniwersytet Warszawski, pp. 200–208.
67.
VučenovićN (2023) Gender and “Docile bodies”: An Overview of Diet Representation in Italian as a Foreign Language Textbooks. Ricerche di Pedagogia e Didattica: Journal of Theories and Research in Education18(1): 203–215.
68.
WangHShenH,WangJ, et al. (1991)L'italiano. 2 edn.Pechino: Foreign Language Teaching and Research Press.
69.
WangJinxiao (2022) Insegnare la lingua italiana nella Repubblica Popolare Cinese: Case study del dipartimento di Italiano della Beijing Foreign Studies University tra il 1962 e il 2022. Italiano LinguaDue14(1): 360–397.
70.
WangJun (2022) Studiamo l’italiano all’università 3: Vari aspetti della cultura A. 8 edn.Pechino: Foreign Language Teaching and Research Press.
71.
WeiF (2011) A Study of College Foreign Language Policy from the Perspective of Language-in-Education Planning. Tesi di Dottorato. Nankai University: RPC.
72.
WeningerC (2018) Textbook analysis. In: ChapelleCA (a cura di) The Encyclopedia of Applied Linguistics. Hoboken, NJ: Wiley & Sons, pp. 2–10.
73.
WeningerC e KissT (2013) Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly47(4): 694–716.
74.
WeningerC e KissT (2015) Analyzing Culture in Foreign/Second Language Textbooks: Methodological and Conceptual Issues. In: Curdt-ChristiansenXL e WeningerC (a cura di) Language, Ideology and Education: The Politics of Textbooks in Language Education. Oxon, New York: Routledge, pp. 50–66.
75.
WiddersheimMM (2018) Historical Case Study: A Research Strategy for Diachronic Analysis. Library & Information Science Research40(2): 144–152.
76.
XiangR e Yenika-AgbawV (2021) EFL Textbooks, Culture and Power: A Critical Content Analysis of EFL Textbooks for Ethnic Mongols in China. Journal of Multilingual and Multicultural Development42(4): 327–341.
77.
XiongT e PengY (2021) Representing Culture in Chinese as a Second Language Textbooks: A Critical Social Semiotic Approach. Language, Culture and Curriculum34(2): 163–182.
78.
ZhangH,LiX e ChangW (2022) Representation of Cultures in National English Textbooks in China: A Synchronic Content Analysis. Journal of Multilingual and Multicultural Development 45(8):1–21.
79.
ZhangQ (2019) Analisi dello sviluppo e delle caratteristiche dei manuali redatti in Cina per l’insegnamento d’italiano. Tesi di Master. Beijing Foreign Studies University: RPC.
80.
ZhiL (2011) Storia, Situazione Attuale e Prospettiva dell’Insegnamento dell’Italiano in Cina. Journal of HuBei TV University31(12): 115–116.
