Relevant bibliographies by topics / Dafla language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dafla language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Dafla language"

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Manganaro, Maria. "DALLA LINGUA MATERNA ALLA SECONDA LINGUA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 2 (October 28, 2016): 359. http://dx.doi.org/10.17060/ijodaep.2016.n2.v1.677.

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Abstract.Learning a second language, in addition to the mother tongue, helps to significantly improve the maturation and cultural education of the child, and to enhance its expressive and communicative skills. The 85 New Programs for the Primary School, emphasize the need to strengthen the pupils’ ability to make linguistic relationship with various interlocutors using the language in its variety of codes and its main functions. You need to direct the child to take account of extra-linguistic elements (situations, characters, topics, roles) as a fundamental condition for understanding texts and to produce oral and written messages, in relation to cognitive situations. On 1 September 2012, the Minister Profumo issues the New Indications, maintaining continuity with the previous ones. They assume an intercultural aspect, which concerns, not only the presence of foreign students in the classes, but also an open attitude towards the world and the reality of which the younger generation will be part. In recent years, mankind has achieved a considerable progress in the field of mass communication, the economic and cultural exchanges with different peoples and in the field of science and technology; hence the use of foreign languages is becoming indispensable tool of modern man, open to a broader vision of life. In this regard, school is primarily called to make its contribution, because it first must fulfill these needs, as an institution to which it is specifically entrusted with the task of preparing the new generations in society. So the early teaching of a second language is possible, as long as you lay down clearly achievable goals and implement a suitable educational mediation. In addition, to know how one acquires a language, you have to observe the evolution in the period of growth of the child since he is infant and, above all, the relationship between language and thought.Keywords: Learning a second language - L2 - Bilingualism - Learning motivationRiassunto.Apprendere una seconda lingua oltre a quella materna contribuisce a migliorare in modo considerevole la maturazione e la formazione culturale del bambino, nonché a potenziare le sue capacità espressive e comunicative. I Nuovi Programmi dell’85, per la Scuola Elementare, mettono in evidenza la necessità di potenziare nell’alunno la capacità di porsi in relazione linguistica con interlocutori diversi usando la lingua nella sua varietà di codici e nelle sue numerose funzioni. Bisogna avviare il bambino a tener conto degli elementi extralinguistici (situazioni, personaggi, argomenti, ruoli) come condizione fondamentale per comprendere testi e per produrre messaggi, orali e scritti, rapportati alla situazione cognitiva. Il 1° Settembre 2012 il Ministro Profumo emana le nuove indicazioni, mantenendo una continuità con quelle precedenti. Esse assumono un carattere interculturale, che non riguarda soltanto la presenza di alunni stranieri nelle classi, ma anche un atteggiamento di apertura verso il mondo e la realtà in cui si troveranno le giovani generazioni. Negli ultimi anni l’umanità ha raggiunto un notevole progresso nell’ambito delle comunicazioni di massa, degli scambi economico-commerciali e culturali con diversi popoli e nel campo delle scienze e della tecnologia, di conseguenza l’uso delle lingue straniere è diventato strumento indispensabile dell’uomo moderno, aperto ad una visione più ampia ed universale della vita. A tal proposito, la scuola è chiamata principalmente a dare il suo contributo, perché essa in primo luogo, come istituzione a cui è specificatamente affidato il compito di preparare le nuove generazioni alla vita sociale, deve assolvere a queste necessità. Dunque l’insegnamento precoce di una seconda lingua è possibile, purché si fissino chiaramente gli obiettivi raggiungibili e si attui un’ idonea mediazione didattica. Inoltre, per sapere come si acquisisce una lingua, bisogna osservare le evoluzioni nel periodo di crescita del bambino sin da quando è infante e, soprattutto il rapporto intercorrente tra linguaggio epensiero.Parole Chiave: Apprendere una seconda lingua- L2- Bilinguismo- Motivazione all’apprendimento
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Kim, Sangdeog Augustin. "Are they similar or are they same origin, Persian language and Korean language? (0075-0084)." South Asian Research Journal of Humanities and Social Sciences 5, no. 03 (May 6, 2023): 49–50. http://dx.doi.org/10.36346/sarjhss.2023.v05i03.002.

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French missionary Dallet (1874) wrote in his book that Korean language and Korean race is different from Chinese language and Chinese race. This time, the present researcher tried to translate ten Persian words into Korean words. The present researcher compared several Persian words, and the researcher tried to translate into Korean words. The researcher used a Dictionary of Persian/French and French/Persian (Bau, 2008). The title of this work is ‘Are they similar or are they same origin, Persian language and Korean language? (0075-0084)’. <number Persian word (its meaning) Korean word (its meaning in English)> 0075 Melkyat (possession) Meog-eo-ya (You, take the thing and eat it!) 0076 Elan (declaration) Yeol-lin (opened) 0077 Dala (mackerel) Dala (different. e.g. Mackerel is different from other fishes.) 0054-2 Esteqamat (perseverance) Igos-e-gam-a (You, turn the band or the cloth here!) 0054-3 Esteqamat (perseverance) Yeogi-e-ggweme (You, sew or stitch here!) 0079 Sabun (soap) Sae-bun (new powder as a beauty product) 0080 Hejab (shy) Suzubeun (shy) 0081 Elai (Oh! my Lord!) Yeol-lyeo (I order that it will be opened!) 0082 Magbul (good, interesting) Mas-bul (counter-protest, backfire) 0083 Mortsha (ant) Mul-iss-eo (There is some water!) 0084 Naqel (citation) Nae-ggeos (It is mine!) From the result, it is known that some Persian words are very similar to Korean words while other Persian words are similar to Korean words. It is possible to think that the two languages – Persian language and Korean language- come from the same origin.
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Laurenti, Kim. "DALLA RIMOZIONE ALLA TRASMISSIONE? RUOLO E INFLUENZA DELLA SCUOLA SULLE PRATICHE LINGUISTICHE DEGLI EMIGRATI ITALIANI IN FRANCIA (1920-1970)." Italiano LinguaDue 15, no. 1 (June 26, 2023): 112–19. http://dx.doi.org/10.54103/2037-3597/20379.

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A differenza di altre nazionalità, l’emigrazione italiana in Francia è caratterizzata da un abbandono quasi totale dell’italiano e delle lingue regionali, dovuto anche, in parte, alla scarsa diffusione della lingua nazionale sul territorio. A tal proposito, comunque, appare anche decisivo il ruolo assunto dalla scuola francese che, all’inizio del secolo scorso, non è pensata per accogliere le varietà linguistiche dei figli di emigrati, costringendoli quindi ad una assimilazione linguistica totale. Eppure, è sempre tramite questa stessa scuola che, a partire della seconda metà del Novecento, i discendenti di emigrati italiani scoprono la lingua del paese di origine, diversa però dalla lingua regionale parlata in famiglia, scegliendo spesso l’italiano come lingua straniera. A partire da fonti archivistiche, questo contributo si propone di analizzare il ruolo della scuola e delle politiche educative francesi nella trasmissione della lingua italiana e delle lingue dialettali in ambito migratorio. From removal to transmission? Role and influence of school on the Italian emigrants’ linguistic practices in France (1920-1970) Unlike other nationalities, Italian emigration in France was characterised by an almost total abandonment of Italian and regional languages, also due, in part, to the scarce diffusion of the national language on the territory. In this regard, however, the role assumed by the French school, which, at the beginning of the last century, was not designed to accommodate the linguistic varieties of the children of emigrants, thus forcing them to undergo total linguistic assimilation, also appears decisive. Yet it was also through this same school that, from the second half of the 20th century onwards, the descendants of Italian emigrants discovered the language of their country of origin, which was, however, different from the regional language spoken in the family, often choosing Italian as a foreign language. Starting from archival sources, this contribution aims to analyse the role of the French school and educational policies in the transmission of Italian and dialect languages in the migratory context.
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Abbas, Megan Brankley. "The language of Secular Islam." American Journal of Islam and Society 32, no. 1 (January 1, 2015): 117–20. http://dx.doi.org/10.35632/ajis.v32i1.960.

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In her study of Urdu language politics in late colonial India, Kavita SaraswathiDatla traces the rise and eventual demise of an alternative Urdu movement thatenvisioned the language not as a marker of Muslim religious identity, but as ameans to articulate a modern secular nationalism with roots in India’s Islamicpast. By highlighting this largely forgotten moment of secular Urdu nationalism,the author pushes back against two well-established historiographical narrativeson Muslims in colonial India: the dominant understanding of theHindi-Urdu controversy as a process of sharpening communal boundaries andthe scholarly emphasis on the epistemological struggles to make Islam andWestern science compatible. She complicates both of these existing historiesby shifting her geographic lens from northern India to the so-called colonialperiphery: the Muslim princely state of Hyderabad. Specifically, Datla’s researchcenters on the establishment and initial decades of intellectual activitiesat Hyderabad’s innovative and Urdu-medium Osmania University.In the book’s opening chapter, Datla argues that Hyderabad’s leadingMuslim intellectuals and administrators were largely uninterested in epistemologicalquestions about the relationship between Islam and modern Westernforms of knowledge. To underscore this disinterest, she examines Wilfred S.Blunt’s unsuccessful proposal from the late nineteenth-century that the Hyderabadistate build a modern Islamic seminary. Whereas Blunt envisionedan Islamic university as a catalyst for Islamic reform in India, Datla demonstratesthat his Muslim interlocutors remained unconvinced about the necessityof any Protestant-style reformation of Islam. Instead of possessing such boldtheological agendas, leading Hyderabadi educators focused on extending educationalaccess and forging a stronger connection between the values taughtat home and the knowledge acquired at school. They located the solution tothese twin issues in vernacular education. For them, the use of Urdu insteadof Persian, Arabic, or English as the medium of instruction would remove theexisting language barriers in Hyderabad’s education system and simultaneouslyensure a greater continuity between home and school cultures. Accordingto Datla it was this focus on vernacular education, not Islamic reform, thatinspired Osmania University’s founding in 1918.The second chapter provides an in-depth examination of the university’sTranslation Bureau and its projects designed to reform Urdu into a modernscientific language. She explains that the Osmania faculty hoped to ...
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Skubic, Mitja. "Fran Šturm. A cinquant'anni dalla scomparsa." Linguistica 34, no. 2 (December 1, 1994): 1–2. http://dx.doi.org/10.4312/linguistica.34.2.1-2.

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Il termine "scomparsa" del titolo non è, purtroppo, l'abituale eufemismo. Fran Šturm, il primo docente di filologia romanza presso la giovane Università di Ljubljana e, in quell'epoca, decano della Facoltà di Lettere, fu prelevato nella notte dal 12 al 13 marzo 1944 nella sua casa di Ljubljana da due sedicenti poliziotti in borghese, mai identificati (si era nel periodo dell' occupazione nazista), con la motivazione di un urgente confronto con un ufficiale partigiano catturato. Non fece mai ritomo a casa e vani furono i tentativi fatti dalla famiglia e dal rettore dell'Università presso le autorità militari tedesche e presso la polizia. Non si è mai saputo nulla, né è stato ritrovato e identificato dopo la guerra il suo cadavere. Tuttavia, un motivo c'era: lo Šturm era stato uno dei membri fondatori dell'OF (Fronte di Liberazione Nazionale) fin dall'occu­ pazione italiana della città nell' aprile del 1941 e lo smembramento della vecchia Jugoslavia, ed era 1'organizzatore della rete clandestina all'Università.
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Braccesi, Lorenzo. "Dalla fossa Augusta alla via Claudia Augusta." Rivista di Filologia e di Istruzione Classica 143, no. 1 (January 2015): 76–81. http://dx.doi.org/10.1484/j.rfic.5.123326.

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Tekavčić, Pavao. "Giuseppe Francescato, Saggi di linguistica teorica e applicata, Edizioni dell'Orso, Alessandria, 1996, 260 pagine." Linguistica 37, no. 1 (December 1, 1997): 132–35. http://dx.doi.org/10.4312/linguistica.37.1.132-135.

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Il noto linguista italiano, ordinario di glottologia e dialettologia italiana all' Università di Trieste, raccoglie nel presente volume 26 suoi studi, pubblicati in precedenza (1959-1990) e in parte difficilmente accessibili (p. 3; in seg. senza p.). Gli studi sono stati selezionati dall'autore stesso, al momento dell' abbandono dell' attività ufficiale per lo status di professore emerito (ib.) e con lo scopo di offrire un quadro dello sviluppo del proprio pensiero e della corrispondente ricerca scientifica. Le quattro sezioni in cui si divide il volume riflettono i principali interessi del Nostro; esse sono precedute dalla prefazione e dalla Tabula Gratulatoria (3-8) e seguite dalla bibliografia (231-252), dall'indice dai nomi (255-258) e dall' indice generale ossia sommario (259-260), nel quale per ognuno degli studi riprodotti è indicato l' anno della prima pubblicazione, che consente di individuare il titolo nella bibliografia di G. Francescato (238-241).
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Del Bono, Federica, and Elisabetta Bonvino. "Dalla valutazione in DaD alle scale di valutazione dell’adeguatezza." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 105–24. http://dx.doi.org/10.21283/2376905x.14.250.

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IT Il presente contributo analizza la valutazione delle competenze linguistiche nella Didattica a Distanza (DaD) durante il periodo di emergenza sanitaria (Covid-19). Dall’analisi delle risposte a un questionario somministrato a docenti di lingue, emerge che la valutazione delle lingue straniere ha risentito notevolmente di questa nuova modalità di insegnamento e che alcune delle difficoltà valutative riscontrate in DaD possano essere in parte risolte assumendo una prospettiva di valutazione globale, che integri le diverse competenze e abilità degli apprendenti, attraverso attività task-based. Dopo aver illustrato le diverse soluzioni adottate dai docenti durante la DaD, vengono presentati i presupposti della valutazione task-based e si evidenziano i potenziali vantaggi dell’applicazione didattica delle scale di adeguatezza funzionale. Parole Chiave: EDUCAZIONE LINGUISTICA, VALUTAZIONE LINGUISTICA TASK-BASED, ADEGUATEZZA FUNZIONALE, DIDATTICA A DISTANZA EN This article analyzes the evaluation of linguistic competence in distance learning during the crisis caused by the Covid-19 pandemic. Based on the analysis of responses to a questionnaire administered to language teachers, language teachers perceive that assessment of foreign language has regressed notably due to this new mode of teaching, but that some of the difficulties in assessing distance learning can be resolved, in part, by adopting an approach based on global assessment, which integrates various competencies and abilities of learners through task-based activities. After having illustrated the varying solutions adopted by teachers during this period of distance learning, suppositions about task-based learning are presented, followed by the potential advantages of the pedagogical application of the scale of functional adequacy. Key words: LANGUAGE EDUCATION, TASK-BASED ASSESSMENT, FUNCTIONAL ADEQUACY, DISTANCE LEARNING ES Esta contribución analiza la evaluación de las competencias lingüísticas en educación a distancia durante la crisis sanitaria provocada por la pandemia Covid-19. El análisis de las respuestas a un cuestionario administrado al profesorado de idiomas extranjeros muestra un retroceso notable en la evaluación de la lengua extranjera debido a esta nueva forma de enseñanza, aunque algunas de las dificultades en la evaluación de la educación a distancia pueden ser resueltas, en parte, mediante la adopción de un enfoque de evaluación global que integre las diversas competencias y habilidades del alumnado a través de actividades basadas en tareas. Después de haber ilustrado las distintas soluciones adoptadas por el profesorado durante este período de educación a distancia, se presentan las conjeturas sobre el aprendizaje basado en tareas así como las potenciales ventajas de la aplicación pedagógica de la escala de adecuación funcional. Palabras clave: EDUCACIÓN LINGÜÍSTICA, EVALUACIÓN POR TAREAS, ADECUACIÓN FUNCIONAL, ENSEÑANZA A DISTANCIA
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SHAH, ZAHRA. "Negotiating Female Authorship in Eighteenth-Century India: Gender and Multilingualism in a Persian Text." Journal of the Royal Asiatic Society 29, no. 3 (June 24, 2019): 447–66. http://dx.doi.org/10.1017/s1356186319000142.

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AbstractIn the last years of the eighteenth century, an Indian woman authored a work in Persian intended for the entertainment and guidance of students of that language. EntitledMiftāḥ-i Qulūb-i Mubtadiyān(‘The Key of the Hearts of Beginners’), the work comprised of stories from vernacular oral traditions as well as extracts from well-known Persian poetic, historical and ethical works. Although the work was translated into English in 1908 by Annette Beveridge, it has received no serious scholarly attention. Drawing upon recent scholarship offering new ways of thinking about India's multilingual literary past, this article examines the intersection of multiple vernacular and generic traditions as translated and manifested inMiftāḥ-i Qulūb al-Mubtadīyān. While vernacular languages followed different, and in relative terms, more limited routes of circulation and exchange in comparison with cosmopolitan languages such as Persian, their paths of movement were no less significant. Through a close reading of this work and its context, this article seeks to understand how Bībī Ḥashmat al-Daula crafted a distinct, cosmopolitan voice for herself through her deployment of both Persianate and regional Indian traditions.
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Scafoglio, Giampiero. "La retractatio dalla poesia epica nella Mosella di Ausonio." WIENER STUDIEN Zeitschrift für Klassische Philologie, Patristik und lateinische Tradition 1, no. 117 (2004): 151–72. http://dx.doi.org/10.1553/wst117s151.

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Dissertations / Theses on the topic "Dafla language"

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Da, Lio Giulia. "Narrare l'Albania in italiano : Dalla letteratura di immigrazione verso il colonialismo dell'immaginazione." Thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190439.

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The aim of this thesis is to show how the contemporary critical debate on migrant literature in Italy has proved to be inadequate to grasp the complexity of novels such Onela Vorpsi’s The Land where No One Ever Dies and Anilda Ibrahimi’s Rosso come una sposa (“Red as a Bride”). The main critical trends are presented, the two novels are analysed in their themes and new methods of analysis are suggested. In particular, I open for the possibility of framing these two novels within the multidisciplinary debate on the imaginative colonisation of Eastern Europe.
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Nilsson, Sofia. "Il centenario che saltò dalla finestra e scomparve : Analisi della traduzione dei realia culturospecifici in un romanzo svedese tradotto in italiano." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160853.

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This thesis examines the translation of cultural-specific elements known as realia from Swedish to Italian based on the theoretical framework of translation studies. Realia, often without correspondence in the target language and sometimes difficult to even distinguish in a text, are known to cause challenges for translators.   The thesis focuses on the realia in the book Hundraåringen som klev ut genom fönstret och försvann, written by Jonas Jonasson in 2009. It examines which translation strategies the translator has used for the cultural-specific elements and the question is raised whether the translation is orientated towards the source culture (“adequacy”) or towards the target culture (“acceptability”). The initial hypothesis was that the translation of the book would be orientated towards the target culture (acceptability) and that in the Italian version the geographic-cultural element would be dominant to the plot, which would be a subdominant.   The analysis is based on parallell reading of the original Hundraåringen som klev ut genom fönstret och försvann and the Italian translation Il centenario che saltò dalla finestra e scomparve, translated by Margherita Podestà Heir in 2011. Whilst reading the books, realia were collected, listed and organised in groups according to categories of realia as described by Osimo (2011) and the translation strategy used, again as described by Osimo. The analysis confirmed that the translation was orientated towards the target culture with an “acceptable” translation, rather than “adequate”. It was equally found that the plot was as important to the translator of the Italian version and hence a dominant also in the latter.   The thesis highlights the importance of insight in the “language-culture” of the source language as the inadequacy thereof could contribute to failed translations of both realia and other words and phrases.
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Pellegrini, Maria Mosseto Anna Paola Mouralis Bernard. "Fractures dramatiques dalla scena al testo : fondazione dello spazio teatrale Storia del teatro dell'Oceano Indiano Madagascar, Maurice, Réunion /." [S.l.] : [s.n.], 2008. http://biblioweb.u-cergy.fr/theses/06CERG0291.pdf.

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Reproduction de : Thèse de Doctorat en Lettres : Littératures francophones : Cergy-Pontoise : 2006. Reproduction de : Thèse de Doctorat en Lettres : Littératures francophones : Université de Bologne : 2006.
Thèse soutenue en co-tutelle avec l'Université de Bologne (Italie). Titre provenant de l'écran titre. Bibliogr. p.511-529. Index.
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RIZK, Pascale. "Studio dell’impatto sociopolitico sull’apprendimento e l’uso della lingua inglese dalla pratica scolastica alla pratica lavorativa in Italia e nel Libano." Doctoral thesis, Università degli studi di Ferrara, 2013. http://hdl.handle.net/11392/2388911.

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The progress of physical and virtual communication is multiplying the meeting points of cultures in the world. Whether at an individual level or at a governmental one, the process of globalization is reducing the differences between countries. Languages are found in the heart of cultural domains hence they are indispensable vectors for communication and expression of identity. The diversity of languages assures the pluralism and the wealth of representations. This thesis examines the impact of the educational policies and the social components on the linguistic attitude of people who learn and use English at work and in social life in two sample countries: my country of birth, Lebanon and the country of my actual residency, Italy. It provides a sociolinguistic profile of both countries and focuses on the learning policies and the use of English (and French and Arabic to a lesser extent). This study also examines the Lebanese and the Italian attitudes toward using the English language for social and professional purposes. The project used diverse methods (observational accounts, field notes, and questionnaire) to describe the presence of foreign languages in both societies. Primary data includes results from a questionnaire (445 participants) and three years’ worth of observational accounts and field notes. Findings from this study suggest that language learning does not initiate in the English class but in the mind of people which is strongly conditioned by the necessities of life. The more the constant challenges and varied the linguistic opportunities, the more and better the chances to learn and use English are. The study concludes with some implications for the use of English in school practice and in work practice.
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Pellegrini, Maria. "Fractures dramatiques dalla scena al testo : fondazione dello spazio teatrale : Storia del teatro dell'Oceano Indiano Madagascar, Maurice, Réunion." Cergy-Pontoise, 2006. http://biblioweb.u-cergy.fr/theses/06CERG0291.pdf.

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La production dramatique de l'Océan Indien est encore peu connue et fréquentée par les spécialistes de la littérature en prose et en poésie des îles de Madagascar, de Maurice et de la Réunion. Même si les poètes tels Malcolm de Chazal et Jacques Rabemananjara ont été les objets de nombreuses analyses, leur production théâtrale reste encore aujourd'hui inexplorée et ignorée par la majorité des critiques. Le but de notre étude est de compléter les articles occasionnels et lacunaires par un recensement ponctuel et une analyse sociocritique approfondie des auteurs des îles qui ont écrit pour les théâtres. Notre étude est divisé en deux parties : en une introduction historique dans laquelle on raconte l'établissement et la chute de l'empire colonial français dans les colonies de Madagascar, de Maurice et de la Réunion, suivi par l'approfondissement d'aucunes thématiques telles l'esclavage ou le marronnage, les années de la révolution française et la période postcoloniale. Le second chapitre, divisé en trois sections pour chaque île, est centré sur la mise au point de l'histoire du théâtre de l'Océan Indien pour la détermination et définition duquel on a institué chaque fois un parallèle avec les production et les expériences européennes et africaines
The dramatic literature of the Indian ocean's colonies is ignored by the specialist of the francophone narrative and poetry of the islands of Madagascar, Reunion and Mauritius. Even if Malcom de Chazal and Jacques Rabemananjara are largely known by the experts of the area, the analysis of the dramatic production is still defective. The purpose of our study is to complete the work of a few critics who have engaged on the exploration of the Indian Ocean's drama of the origins (Antoine Chelin for Mauritius, Michel Corvin for the Magalasy theatre) and the contemporary production. Our study is dividend into two parts : an historical introduction in which we consider the rising and the fall of the French colonial empire in the Indian ocean; the second chapter consists in the catalogue and analysis of various authors and styles that have dominated the indian ocean's production during the past century, trying to define the dramatic space of the islands comparing the local production with the european and african ones
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Books on the topic "Dafla language"

1

Chutia, Ram Chandra. Nyishi customs, folklore and language. Guwahati: Spectrum Publications, 2006.

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2

N, Goswami S., Rekhung Winlang, and Arunāchal Pradesh (India). Directorate of Research., eds. Nishing (Bangni) language guide. Itanagar: Directorate of Research, Govt. of Arunachal Pradesh, 1995.

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Tayeng, Aduk. Nishi phrase book. Itanagar: Directorate of Research, Govt. of Arunachal Pradesh, 1990.

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Santipolo, Matteo. Dalla sociolinguistica alla glottodidattica. Torino: UTET, 2002.

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Riverso, Emanuele. Filosofia del linguaggio: Dalla forma al significato. Roma: Città nuova, 1990.

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Baba, M. G. Hausa dalla-dalla: The Hausa learner's handbook. [Kano, Nigeria?]: M.G. Baba, 1990.

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Lauretano, Bruno. Animal symbolicum: Dalla filosofia del linguaggio alla zoosemiotica. Napoli: Edizioni scientifiche italiane, 1993.

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Costantino, Salvatore. Il linguaggio dei filosofi: Dalla menzogna alla verità. Roma: Gangemi, 1988.

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Margutti, Piera. Comunicare in una lingua straniera: Dalla teoria alla pratica. Roma: Carocci, 2004.

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Gargani, Aldo Giorgio. Wittgenstein: Dalla verità al senso della verità. Pisa: PLUS, 2003.

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Book chapters on the topic "Dafla language"

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Russi, Cinzia. "On the Varying Fortunes of darla and darlo in Italian." In Contributions of Romance Languages to Current Linguistic Theory, 231–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11006-2_11.

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Karafillidis, Iris. "Dalla Vita nova al Paradiso: alcune riflessioni sul percorso poetico-traduttorio di Ol’ga Sedakova." In Biblioteca di Studi di Filologia Moderna, 113–28. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-2150-003-5.07.

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In the complex panorama of Russian translations of Dante, Ol’ga Sedakova occupies a particularly important place, representing the figure of an intellectual who not only devoted long studies to Dante’s poetics and language as well as attempted translation, but who also introjected the themes and scope of his cultural heritage into her own work. In this essay, Sedakova’s poetic and translating career is analysed by showing how, from her first publications in the samizdat journals of the 1970s to her most recent publications in 2020, the figure of Dante, his work and themes have always been given central importance.
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Belisario, Maria Laura. "Arte e meta-narrazione. Dalla produzione artistica ai modelli pedagogici personali, sociali e culturali." In Esercizi di ricerca, 209–13. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.23.

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The poster presented here collects data from the first year of a research aimed at investigating the models of thought that emerge from artistic performances from a point of view that is not only personal, but also social and cultural, in order to understand what art may tell us about the social and cultural contexts. A review of the literature has led to further investigate the concept of pedagogical model on the one hand and the potential of art from an educational point of view on the other. A pedagogical model is a model of thought that concerns attitudes and behaviors that guide the life of the individual and that is transmitted from generation to generation, from a personal, social and cultural point of view. These models are mainly manifested through symbolic language. Art gives life to a ‘potential space’ that allows the individual not only to become aware of his own representations of the world, but also to act concretely by transforming them. The study will then investigate the processes through which this happens, researching, through the words and narrations of the protagonists of the artistic experience, the models of thought emerging from the experience itself, and framing them within the social and cultural thought of reference. The methodology will be qualitative, with an eidetic approach and will adopt, as a strategy, the case study focused on the workshop of sound expression with natural objects called Orchestra della natura, managed by Daniele Delfino.
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Pallotti, Gabriele, and Stefania Ferrari. "Dalla ricerca alla didattica Percorsi per un’educazione linguistica inclusiva." In SAIL. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-477-6/016.

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The chapter presents the approach, materials and results of Osservare l’interlingua, an action-research project for primary and junior-high schools. Combining the principles of active teaching, cooperative learning and process writing with the Interlanguage approach to language education, the project developed teaching units for the whole class where everyone can contribute according to their abilities. Such materials have been gathered in a syllabus, and the project’s effectiveness has been investigated through a series of empirical studies. These show that good language education can increase the average performance level of the whole class while at the same time reducing the gaps among students.
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Zanello, Gabriele. "La traduzione dalla Genesi nelle Attenenze della lingua friulana di Jacopo Pirona." In Von Salzburg über Ladinien und das Aostatal bis Sizilien Wo sich Geolinguistik, Dialektometrie und Soziolinguistik treffen. Istitut Ladin Micurá de Rü, 2024. http://dx.doi.org/10.54218/festschrift.rb.413-428.

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In a pamphlet appeared in 1859, the Friulian abbot Jacopo Pirona dealt, among other issues, with the special similarity he observed between Friulian and the language of a Catalan vernacular version of the parabiblical text known as ­Genesis, transmitted from a manuscript in the Biblioteca Medicea Laurenziana in Florence (ms. Redi 149). Pirona, who incorrectly attributed that Catalan text to the 14th century, did not want to suggest explicit solutions to explain this analogy, but simply listed on the one hand the differences between Friulian and Latin, and on the other its “affinities” with Greek, Germanic and Slavic languages, Romanian, French and Spanish, assuming connections between populations still unknown to history. A further interesting aspect of the pamphlet, however, is the translation of the Catalan text, probably written by Pirona himself: although there are some uncertainties and hesitations, one can recognise broadly the features of the Friulian variety of Dignano, the place where the abbot was born in 1789.
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Burak, Guy. "4. Rumi Authors, the Arabic Historiographical Tradition, and the Ottoman Dawla/Devlet." In Semitic Languages and Cultures, 43–64. Open Book Publishers, 2021. http://dx.doi.org/10.11647/obp.0208.04.

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Fazzi, Fabiana. "Musei come luoghi ideali per l’apprendimento integrato di contenuti e lingua fuori dalla classe Dalla ricerca sul CLIL al progetto MILE (Museums and Innovation of Language Education)." In La linguistica educativa tra ricerca e sperimentazione Scritti in onore di Carmel Mary Coonan. Venice: Fondazione Università Ca’ Foscari, 2023. http://dx.doi.org/10.30687/978-88-6969-683-1/019.

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Research has long shown that the CLIL methodology can have a positive impact on students' linguistic, emotional and cognitive development. However, very few studies have explored the effects of implementing CLIL outside the classroom. In this chapter, we will discuss the potential of museum experiences for CLIL teaching and describe the pedagogical model that can be applied to build bridges between CLIL in the classroom and at the museum. In doing so, we will draw on the research and training experience of the MILE (Museums and Innovation of Language Education) project which, under the supervision of Prof. Coonan, has opened the doors to fruitful partnerships between the university and the cultural and educational community at both national and international level with the aim of bridging the gap between language learning inside and outside the classroom.
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Tomazzoli, Gaia. "II.1 • Linguistica: identificazione, morfologia e sintassi delle metafore dantesche." In Metafore e linguaggio figurato nel Medioevo e nell’opera di Dante. Venice: Fondazione Università Ca’ Foscari, 2023. http://dx.doi.org/10.30687/978-88-6969-725-8/007.

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Questo capitolo precisa la definizione di metafora impiegata nella seconda parte del volume, e descrive il metodo impiegato per identificare le parole metaforiche nel testo di Dante; vengono poi commentati i problemi – e le relative soluzioni e opportunità interpretative – legati alla valutazione dei significati, del loro contesto e del codice: si esaminano in primo luogo i diversi tipi di improprietà veicolati dalla metafora, poi le varie relazioni con il contesto entro cui il termine traslato è immerso, e infine i gradi di metaforicità delle singole espressioni rispetto alla langue; nell’ultima parte del capitolo vengono descritte le caratteristiche morfologiche e sintattiche delle metafore della Commedia.
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Giglio, Rossella. "Lilibeo e i suoi culti: Nuovi esempi dalla ricerca archeologica." In Religious Convergence in the Ancient Mediterranean, 43–57. Lockwood Press, 2019. http://dx.doi.org/10.5913/2019167.ch02.

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Sicily’s harbors were points of convergence open to populations arriving from the sea. The town of Lilibeo developed on the promontory of Capo Boeo (after the destruction of Mozia, 397 BCE), where today is situated the town of Marsala. Information about the cults, provided until recently primarily by epigraphic sources, today has been increased thanks to archaeological research (since 1994). Various examples of public and private rituals are presented here. The complex dedicated to the cult of Isis (second century BCE–late second century CE) is documented by architectural structures, votive deposits, an inscription and a fragmentary marble statue. The cult of Venus has been documented, thanks to research in the Church of St. John on Cape Boeo, by the hypogean structures that incorporate a spring, a marble statue, and an inscription (first century CE) with a dedication to the god- dess. Noteworthy is the discovery of two tombs, perhaps venerated, connected to an apsidal building that date to the Byzantine period (sixth–seventh centuries CE): Called the Tomb of Hope (tomb A) and the Tomb of Life (tomb B), they are important for the presence of a series of epigraphs classified in Greek language, on the internal walls of each burial, painted in red and delimited by crosses, with references to the theme of the Constantine cross.
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Fernances Bacelar, Jeferson Antônio, Amanda Medeiros Costa de Mesquita, and Caio Guimarães Rodrigues. "ANALISI DELLE POLITICHE PUBBLICHE PER LA PRESERVAZIONE DELLE LINGUE E CULTURE INDIGENE AMAZZONICHE DALLA PROSPETTIVA DEI DIRITTI FONDAMENTALI." In Direitos Sociais: Diálogos Transdisciplinares, vol. II, 51–62. Iberojur Science Press, 2024. http://dx.doi.org/10.62140/jbamcr512024.

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Abstract: The research aims to investigate the effectiveness of public policies for the preservation of Amazonian indigenous languages and cultures, considering them from the perspective of fundamental rights. Initially, the concepts and historical importance of indigenous rights will be explored, recognizing their fundamental relevance to cultural and identity diversity. Subsequently, the characteristics of indigenous languages and cultures in the Amazon region will be examined, highlighting the challenges faced by these communities in preserving their heritage. Existing public policies will be analyzed in terms of implemented strategies, scope, and effectiveness. Through a critical approach, possibly utilizing case studies, the research will seek to evaluate the real impact of these policies on the protection of indigenous languages and cultures, identifying successes, shortcomings, and opportunities for improvement. Keywords: Cultural preservation, indigenous rights, public policies.
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Conference papers on the topic "Dafla language"

1

Fernandez-Reyes, Kiko, Isaac Oscar Gariano, James Noble, Erin Greenwood-Thessman, Michael Homer, and Tobias Wrigstad. "Dala: a simple capability-based dynamic language design for data race-freedom." In SPLASH '21: Software for Humanity. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486607.3486747.

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