Claudia Borghetti
Dados Biográficos
| ID | 3513744 |
|---|---|
| NOME | Claudia Borghetti |
| PRENOMES | Claudia |
| SOBRENOME | Borghetti |
| ASSINATURA | BORGHETTI C |
| AFILIAÇÕES | University of Bologna |
| ORCID | 0000-0002-1083-6632 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 53 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Intercultural language education in the age of chatbots
This conceptual article examines the use of conversational chatbots in intercultural language education (ILE). While GenAI applications often reproduce cultural biases and essentialist representations embedded in their training data, the paper argues that chatbot outputs can be treated like other human-generated texts. This means they can be used productively in language education, provided teachers rely on established ILE principles that emphasi…
Differential effects of sociolinguistic background, nonverbal reasoning, and phonological WM skills on heritage bilingual children’s L1 and L2 competencies
The study examined the effects of sociolinguistic background, nonverbal reasoning, and phonological working memory (WM) on heritage language (L1) and second language (L2) skills in Heritage Bilingual (HB) children attending preschool, considering relationships between L1 and L2 abilities. A total of 108 HB children completed vocabulary, morphosyntactic, nonverbal reasoning, and phonological WM tasks in both L1 and Italian (L2). Sociolinguistic ba…
Social and child-driven factors and actors influencing family language policy and heritage language maintenance
This paper reports findings from a study on multilingual families aimed at targeting three main research questions: (Q1) Which social factors and actors potentially influencing family language policy (FLP) recur in parents’ discourses? (Q2) Do direct encouragements and indirect ideological pressures not to use heritage language (HL) relate to parents’ domestic language use and HL perceived value? (Q3) Do children’s language preferences–as reporte…
Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families
The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress.…
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
Resources for intercultural learning in a non-essentialist perspective
This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. They were involved either by mea…
Análise da interlíngua, avaliação formativa e experimentação educacional na formação de professores
O artigo apresenta o projeto de ensino da produção escrita Osservare l’interlingua (Observar a interlíngua), que, desde 2007, envolveu dezenas de professores e centenas de alunos do ensino fundamental em Reggio Emilia (Itália) e região. Por meio de sessões de formação de professores e da atividade de pesquisa-ação conduzidas nas aulas, o projeto visa a promover uma educação linguística eficaz e inclusiva para todos os alunos e não somente para su…
Is there really a need for assessing intercultural competence? Some ethical issues
Assessing intercultural competence (IC) is one of the hot-button issues within intercultural language education research today. Even if there are “more questions than answers” (Sercu, 2010) about this matter, it is generally accepted that assessing IC is somehow possible and necessary. This conceptual paper shifts from possibility to ethics, and discusses some reasons why assessing IC may not be considered opportune from an ethical perspective. M…
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Mobile students’ appraisals of keys to a successful stay abroad experience
In order to provide better support for students in higher education throughout a mobility experience, it is important to understand their point of view regarding stay abroad. This paper analyzes the responses of pre-departure, while-abroad, and upon-return students of different academic backgrounds (N = 990) to an open question that asked them to name the three most essential factors for making their stay abroad experience successful. This questi…
Intercultural education in practice
This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity ‘24 h Erasmus Life’ aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad, the understanding of how communication works within a different academic community, the broader social dimension …
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Interlingual subtitling for intercultural language education
L’utilizzo della sottotitolazione interlinguistica a fini glottodidattici è stato ampiamente studiato negli ultimi dieci anni. Si registra però la mancanza di studi dedicati alla creazione dei sottotitoli per l’educazione interculturale. Questo articolo è un primo tentativo di verificare su basi empiriche il potenziale della sottotitolazione nell’ambito dell’educazione linguistica interculturale. L’articolo presenta un case study condotto presso …
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Mobile students’ appraisals of keys to a successful stay abroad experience
In order to provide better support for students in higher education throughout a mobility experience, it is important to understand their point of view regarding stay abroad. This paper analyzes the responses of pre-departure, while-abroad, and upon-return students of different academic backgrounds (N = 990) to an open question that asked them to name the three most essential factors for making their stay abroad experience successful. This questi…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Is there really a need for assessing intercultural competence? Some ethical issues
Assessing intercultural competence (IC) is one of the hot-button issues within intercultural language education research today. Even if there are “more questions than answers” (Sercu, 2010) about this matter, it is generally accepted that assessing IC is somehow possible and necessary. This conceptual paper shifts from possibility to ethics, and discusses some reasons why assessing IC may not be considered opportune from an ethical perspective. M…
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Interlingual subtitling for intercultural language education
L’utilizzo della sottotitolazione interlinguistica a fini glottodidattici è stato ampiamente studiato negli ultimi dieci anni. Si registra però la mancanza di studi dedicati alla creazione dei sottotitoli per l’educazione interculturale. Questo articolo è un primo tentativo di verificare su basi empiriche il potenziale della sottotitolazione nell’ambito dell’educazione linguistica interculturale. L’articolo presenta un case study condotto presso …
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
Resources for intercultural learning in a non-essentialist perspective
This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. They were involved either by mea…
Intercultural education in practice
This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity ‘24 h Erasmus Life’ aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad, the understanding of how communication works within a different academic community, the broader social dimension …
Interlingual subtitling for intercultural language education
L’utilizzo della sottotitolazione interlinguistica a fini glottodidattici è stato ampiamente studiato negli ultimi dieci anni. Si registra però la mancanza di studi dedicati alla creazione dei sottotitoli per l’educazione interculturale. Questo articolo è un primo tentativo di verificare su basi empiriche il potenziale della sottotitolazione nell’ambito dell’educazione linguistica interculturale. L’articolo presenta un case study condotto presso …
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Mobile students’ appraisals of keys to a successful stay abroad experience
In order to provide better support for students in higher education throughout a mobility experience, it is important to understand their point of view regarding stay abroad. This paper analyzes the responses of pre-departure, while-abroad, and upon-return students of different academic backgrounds (N = 990) to an open question that asked them to name the three most essential factors for making their stay abroad experience successful. This questi…
Intercultural education in practice
This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity ‘24 h Erasmus Life’ aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad, the understanding of how communication works within a different academic community, the broader social dimension …
Is there really a need for assessing intercultural competence? Some ethical issues
Assessing intercultural competence (IC) is one of the hot-button issues within intercultural language education research today. Even if there are “more questions than answers” (Sercu, 2010) about this matter, it is generally accepted that assessing IC is somehow possible and necessary. This conceptual paper shifts from possibility to ethics, and discusses some reasons why assessing IC may not be considered opportune from an ethical perspective. M…
Análise da interlíngua, avaliação formativa e experimentação educacional na formação de professores
O artigo apresenta o projeto de ensino da produção escrita Osservare l’interlingua (Observar a interlíngua), que, desde 2007, envolveu dezenas de professores e centenas de alunos do ensino fundamental em Reggio Emilia (Itália) e região. Por meio de sessões de formação de professores e da atividade de pesquisa-ação conduzidas nas aulas, o projeto visa a promover uma educação linguística eficaz e inclusiva para todos os alunos e não somente para su…
Resources for intercultural learning in a non-essentialist perspective
This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. They were involved either by mea…
Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families
The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress.…
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
Social and child-driven factors and actors influencing family language policy and heritage language maintenance
This paper reports findings from a study on multilingual families aimed at targeting three main research questions: (Q1) Which social factors and actors potentially influencing family language policy (FLP) recur in parents’ discourses? (Q2) Do direct encouragements and indirect ideological pressures not to use heritage language (HL) relate to parents’ domestic language use and HL perceived value? (Q3) Do children’s language preferences–as reporte…
Intercultural language education in the age of chatbots
This conceptual article examines the use of conversational chatbots in intercultural language education (ILE). While GenAI applications often reproduce cultural biases and essentialist representations embedded in their training data, the paper argues that chatbot outputs can be treated like other human-generated texts. This means they can be used productively in language education, provided teachers rely on established ILE principles that emphasi…
Differential effects of sociolinguistic background, nonverbal reasoning, and phonological WM skills on heritage bilingual children’s L1 and L2 competencies
The study examined the effects of sociolinguistic background, nonverbal reasoning, and phonological working memory (WM) on heritage language (L1) and second language (L2) skills in Heritage Bilingual (HB) children attending preschool, considering relationships between L1 and L2 abilities. A total of 108 HB children completed vocabulary, morphosyntactic, nonverbal reasoning, and phonological WM tasks in both L1 and Italian (L2). Sociolinguistic ba…
Pedagogy (11 obras) · Psychology (10 obras) · Sociology (9 obras) · EFL/ESL Teaching and Learning (7 obras) · Intercultural communication (7 obras) · International Student and Expatriate Challenges (6 obras) · Second Language Learning and Teaching (6 obras) · Multilingual Education and Policy (5 obras) · Heritage language (4 obras) · Intercultural learning (4 obras)