La sottotitolazione, modalità traduttiva largamente utilizzata in Croazia, costituisce un tipo sp... more La sottotitolazione, modalità traduttiva largamente utilizzata in Croazia, costituisce un tipo specifico di traduzione audiovisiva, la cui realizzazione richiede l’uso di tecniche particolari. Data la natura effimera dei sottotitoli (rimangono sullo schermo per la durata massima di sei secondi), finora in Croazia sono state svolte pochissime analisi traduttive e linguistiche di testi sottotitolati, benché si tratti di testi rivolti al vasto pubblico. Il presente contributo prende in esame il tema succitato dal punto di vista dell’italianistica croata, analizzando le modalità traduttive adottate nella sottotitolazione dal croato all’italiano del premiato cortometraggio spalatino Ritki Zrak (Aria rarefatta), girato nel 2016. In primo luogo viene descritta la varietà linguistica utilizzata nel film, classificabile come parlata giovanile della città di Spalato; in questa sezione viene sviluppata un’analisi sia sociolinguistica che dialettologica della varietà in questione. In seguito, vengono presentate le strategie di traduzione utilizzate solitamente nella sottotitolazione. L’analisi sarà svolta seguendo i modelli teorici proposti per l’analisi di questo tipo testuale, in particolare il modello di Gottlieb e quello di Lomheim, entrambi incentrati su una tassonomia di procedimenti il cui fine principale è di mantenere nel testo di arrivo il maggior numero di informazioni semantiche, stilistiche e culturali del testo di partenza. Particolare interesse sarà dedicato al trattamento degli elementi culturospecifici, problematici dal punto di vista traduttivo; nella cultura d’arrivo, infatti, molto spesso sono inesistenti e il traduttore deve trovare la soluzione migliore che resti il più fedele possibile alla cultura di partenza. Infine, sulla base dell’analisi condotta, verranno analizzate le caratteristiche del sottotitolaggio come tecnica di traduzione audiovisiva e si cercherà di fornire osservazioni generali sull’orientamento del metatesto in questo tipo di traduzione.
Jezik, književnost i obrazovanje - suvremeni koncepti, 2020
Over the last few decades, the teaching of culture in foreign language courses has become an incr... more Over the last few decades, the teaching of culture in foreign language courses has become an increasingly relevant part of the education process, since it is widely known that language and culture go hand in hand. There is no linguistic competence without a cultural competence; this also entails that language learners should be prepared from an intercultural perspective (Moeller, Nugent 2014). Having in mind the aforementioned facts, the present contribution aims at examining the modalities and strategies in which intercultural competence can be developed, as well as looking at the relevance of such knowledge within a given didactic framework. Not only is the intercultural perspective necessary to improve linguistic competences; it also leads to a better understanding of oneself and one’s cultural identity (Borghetti, 2017). For the purpose of examining different points of view, we conducted the research observing specific didactic scenarios involving Croatian teachers and Croatian students of Italian language, a situation in which the learners’ culture, though not drastically different from the one being taught, requires to develop intercultural activities in order to actually achieve an exhaustive language learning process. Some teachers feel the lack of ready-made materials that could help them act as a bridge between the two cultures, but they are aware of the importance of digital environment in teaching cultural aspects. From the students’ point of view it is impossible to learn Italian language without learning about the Italian culture. The classroom activities stimulate them to explore it further on their own. The results confirm the need for a more elaborated approach to the development of intercultural competence in the courses.
Immagini e immaginari della cultura italiana: Convegno internazionale in occasione del 40° anniversario degli Studi di italianistica a Pola, 2019
When learning a foreign language, not everyone can reach satisfactory
writing skills. Among the v... more When learning a foreign language, not everyone can reach satisfactory writing skills. Among the various reasons why the acquisition of the second language automatically contains a risk for mistakes, the most complex one is represented by fossilization. Numerous researches have been conducted in the field of acquisition of Italian as a foreign language, while there are only a few examples of specialized literature when it comes to the Croatian context (Županović & Mardešić, 2014) Our contribution aims at providing a general overview of the current situation in the field of written skills in Italian language at university level, while also suggesting in which ways the problem of fossilization may be overcome (Cattana & Nesci, 2004). The present paper takes into account a sample of 1st and 3rd-year university students from Croatia who possess a level of language knowledge corresponding to A1/A2 and B1/B2 levels, and 2nd year at Master’s degree (C1 level). By comparing the performances and the mistakes observed, we wish to suggest that the encountered transfer errors tend to repeat hemselves and are, by the time being considered, already fossilized. The paper will illustrate in which way these specific cases of fossilization may be tackled, particularly suggesting a cyclical work with the students, i.e. a strategy according to which the same language structure ought to be examined several times over the academic year, each time with a different degree of difficulty (Lo Duca, 2016).
In foreign language teaching, the main objective is often a semistandard variety of the language,... more In foreign language teaching, the main objective is often a semistandard variety of the language, while learners should be put in contact with all possible variations, from the diaphasic dimension to the diastratic one, from the diametric to the diatopic one (Udier & Gulešić Machata, 2011). Among all variations, the diaphasic dimension is very difficult to acquire, the one which mainly concerns the use of language in relation to different interactional situations. In fact, it is easier to absorb diaphasic varieties in the spontaneous acquisition process than in guided learning (for difference between these two see Medved Krajnović, 2010). Indeed, although many foreign learners have already assimilated the rules of a certain standard language, it is still difficult for them to acquire a more informal spoken language or to use different linguistic registers (Pallotti, 2000). This study presents the analysis of the ability of Croatian students to use Italian language in different interactional registers, in particular the most colloquial and everyday's spoken variety. Some written works and oral productions of Croatian undergraduate students of Italian between the third and fifth year of study have been examined, monitoring their productive capacities in the stylistic field, especially at the lexical level, but also from a structural and morphosyntactic point of view. The aim was to establish if these linguistic productions are suitable for real communicative situations in the Italian's diaphasic range. Although different registers are not entities with clearly delimitable boundaries (Rovere, 2011), sociolinguistic competence, both productive and receptive, must be one of the main objectives of language teaching. A good sociolinguistic awareness, in fact, is synonymous to linguistic mastery. In addition to giving a general overview of the competence of Croatian students, our goal was also to examine which means appear to be the most effective for this particular students' needs.
The acquisition process of the target language is characterized by the complexity of linguistic r... more The acquisition process of the target language is characterized by the complexity of linguistic rules in learner's L1 and linguistic purposes of that particular language. This process accomplishes a system called interlanguage (Selinker, 1972). In this system the linguistic transfer, especially a negative one, often causes a large number of cross-linguistic deviations in the target language. (Medved Krajnović, 2010). Previous research on L1 interference in the acquisition and production of Italian as a foreign language has shown that many different linguistic transfers take place at lexical, phonological, grammatical and morphological levels (Alujević Jukić & Brešan, 2010; Sironić Bonefačić, 1990). In this paper we focus on the negative transfer of lexical elements from L1 Croatian to L2 Italian by analyzing the most frequent errors occurred in the oral productions of a group of intermediate (CEFR levels B1-B2) Croatian-speaking learners (approximately 40 students). Our analysis shows that the Croatian L1 significantly affects the choice of lexical structures and words in Italian L2. Indeed, during the oral production in L2 language, we noticed that errors are mostly calques, substitutions and use of lexical structures based on L1 linguistic model. The examination of the negative transfer reveals useful to draw both didactic and learning suggestions, which can be beneficial for the whole language learning process. For learners, the implication is the possibility of developing and strengthening a strategy to memorize lexical words and structures. In doing so, they can be helped by different activities during the lesson, such as contrastive demonstrations of errors in both the languages involved, cloze tests, as well as presentations of the texts that are being studied. We therefore suggest that teachers should model their didactic approach by focusing more on systemic errors related to the structures already learnt by the student (Cattana Nesci, 2004).
RESUMO:
Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas d... more RESUMO: Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas deverá pressupor o desenvolvimento de uma competência intercultural. A língua e a cultura sendo dependentes uma da outra, devem ambas ser ensinadas: os aprendentes devem estar preparados para interagir apropriada e eficazmente com indivíduos de diferentes culturas no sentido de se tornarem mediadores culturais, não só capazes de relativizar a sua própria cultura, mas também de adotar uma atitude de tolerância e respeito pelo Outro. A Croácia entrou na UE em 2013, deste modo, parece-nos pertinente realizar um estudo de caso que envolva os ensinantes de português LE e italiano LE, a fim de verificar como ensinam a cultura nas suas aulas.
-Definiamo verbi pronominali quei verbi che cambiano significato, uniti alle particelle pronomina... more -Definiamo verbi pronominali quei verbi che cambiano significato, uniti alle particelle pronominali ci, ne, la, le o ai pronomi riflessivi.
La sottotitolazione, modalità traduttiva largamente utilizzata in Croazia, costituisce un tipo sp... more La sottotitolazione, modalità traduttiva largamente utilizzata in Croazia, costituisce un tipo specifico di traduzione audiovisiva, la cui realizzazione richiede l’uso di tecniche particolari. Data la natura effimera dei sottotitoli (rimangono sullo schermo per la durata massima di sei secondi), finora in Croazia sono state svolte pochissime analisi traduttive e linguistiche di testi sottotitolati, benché si tratti di testi rivolti al vasto pubblico. Il presente contributo prende in esame il tema succitato dal punto di vista dell’italianistica croata, analizzando le modalità traduttive adottate nella sottotitolazione dal croato all’italiano del premiato cortometraggio spalatino Ritki Zrak (Aria rarefatta), girato nel 2016. In primo luogo viene descritta la varietà linguistica utilizzata nel film, classificabile come parlata giovanile della città di Spalato; in questa sezione viene sviluppata un’analisi sia sociolinguistica che dialettologica della varietà in questione. In seguito, vengono presentate le strategie di traduzione utilizzate solitamente nella sottotitolazione. L’analisi sarà svolta seguendo i modelli teorici proposti per l’analisi di questo tipo testuale, in particolare il modello di Gottlieb e quello di Lomheim, entrambi incentrati su una tassonomia di procedimenti il cui fine principale è di mantenere nel testo di arrivo il maggior numero di informazioni semantiche, stilistiche e culturali del testo di partenza. Particolare interesse sarà dedicato al trattamento degli elementi culturospecifici, problematici dal punto di vista traduttivo; nella cultura d’arrivo, infatti, molto spesso sono inesistenti e il traduttore deve trovare la soluzione migliore che resti il più fedele possibile alla cultura di partenza. Infine, sulla base dell’analisi condotta, verranno analizzate le caratteristiche del sottotitolaggio come tecnica di traduzione audiovisiva e si cercherà di fornire osservazioni generali sull’orientamento del metatesto in questo tipo di traduzione.
Jezik, književnost i obrazovanje - suvremeni koncepti, 2020
Over the last few decades, the teaching of culture in foreign language courses has become an incr... more Over the last few decades, the teaching of culture in foreign language courses has become an increasingly relevant part of the education process, since it is widely known that language and culture go hand in hand. There is no linguistic competence without a cultural competence; this also entails that language learners should be prepared from an intercultural perspective (Moeller, Nugent 2014). Having in mind the aforementioned facts, the present contribution aims at examining the modalities and strategies in which intercultural competence can be developed, as well as looking at the relevance of such knowledge within a given didactic framework. Not only is the intercultural perspective necessary to improve linguistic competences; it also leads to a better understanding of oneself and one’s cultural identity (Borghetti, 2017). For the purpose of examining different points of view, we conducted the research observing specific didactic scenarios involving Croatian teachers and Croatian students of Italian language, a situation in which the learners’ culture, though not drastically different from the one being taught, requires to develop intercultural activities in order to actually achieve an exhaustive language learning process. Some teachers feel the lack of ready-made materials that could help them act as a bridge between the two cultures, but they are aware of the importance of digital environment in teaching cultural aspects. From the students’ point of view it is impossible to learn Italian language without learning about the Italian culture. The classroom activities stimulate them to explore it further on their own. The results confirm the need for a more elaborated approach to the development of intercultural competence in the courses.
Immagini e immaginari della cultura italiana: Convegno internazionale in occasione del 40° anniversario degli Studi di italianistica a Pola, 2019
When learning a foreign language, not everyone can reach satisfactory
writing skills. Among the v... more When learning a foreign language, not everyone can reach satisfactory writing skills. Among the various reasons why the acquisition of the second language automatically contains a risk for mistakes, the most complex one is represented by fossilization. Numerous researches have been conducted in the field of acquisition of Italian as a foreign language, while there are only a few examples of specialized literature when it comes to the Croatian context (Županović & Mardešić, 2014) Our contribution aims at providing a general overview of the current situation in the field of written skills in Italian language at university level, while also suggesting in which ways the problem of fossilization may be overcome (Cattana & Nesci, 2004). The present paper takes into account a sample of 1st and 3rd-year university students from Croatia who possess a level of language knowledge corresponding to A1/A2 and B1/B2 levels, and 2nd year at Master’s degree (C1 level). By comparing the performances and the mistakes observed, we wish to suggest that the encountered transfer errors tend to repeat hemselves and are, by the time being considered, already fossilized. The paper will illustrate in which way these specific cases of fossilization may be tackled, particularly suggesting a cyclical work with the students, i.e. a strategy according to which the same language structure ought to be examined several times over the academic year, each time with a different degree of difficulty (Lo Duca, 2016).
In foreign language teaching, the main objective is often a semistandard variety of the language,... more In foreign language teaching, the main objective is often a semistandard variety of the language, while learners should be put in contact with all possible variations, from the diaphasic dimension to the diastratic one, from the diametric to the diatopic one (Udier & Gulešić Machata, 2011). Among all variations, the diaphasic dimension is very difficult to acquire, the one which mainly concerns the use of language in relation to different interactional situations. In fact, it is easier to absorb diaphasic varieties in the spontaneous acquisition process than in guided learning (for difference between these two see Medved Krajnović, 2010). Indeed, although many foreign learners have already assimilated the rules of a certain standard language, it is still difficult for them to acquire a more informal spoken language or to use different linguistic registers (Pallotti, 2000). This study presents the analysis of the ability of Croatian students to use Italian language in different interactional registers, in particular the most colloquial and everyday's spoken variety. Some written works and oral productions of Croatian undergraduate students of Italian between the third and fifth year of study have been examined, monitoring their productive capacities in the stylistic field, especially at the lexical level, but also from a structural and morphosyntactic point of view. The aim was to establish if these linguistic productions are suitable for real communicative situations in the Italian's diaphasic range. Although different registers are not entities with clearly delimitable boundaries (Rovere, 2011), sociolinguistic competence, both productive and receptive, must be one of the main objectives of language teaching. A good sociolinguistic awareness, in fact, is synonymous to linguistic mastery. In addition to giving a general overview of the competence of Croatian students, our goal was also to examine which means appear to be the most effective for this particular students' needs.
The acquisition process of the target language is characterized by the complexity of linguistic r... more The acquisition process of the target language is characterized by the complexity of linguistic rules in learner's L1 and linguistic purposes of that particular language. This process accomplishes a system called interlanguage (Selinker, 1972). In this system the linguistic transfer, especially a negative one, often causes a large number of cross-linguistic deviations in the target language. (Medved Krajnović, 2010). Previous research on L1 interference in the acquisition and production of Italian as a foreign language has shown that many different linguistic transfers take place at lexical, phonological, grammatical and morphological levels (Alujević Jukić & Brešan, 2010; Sironić Bonefačić, 1990). In this paper we focus on the negative transfer of lexical elements from L1 Croatian to L2 Italian by analyzing the most frequent errors occurred in the oral productions of a group of intermediate (CEFR levels B1-B2) Croatian-speaking learners (approximately 40 students). Our analysis shows that the Croatian L1 significantly affects the choice of lexical structures and words in Italian L2. Indeed, during the oral production in L2 language, we noticed that errors are mostly calques, substitutions and use of lexical structures based on L1 linguistic model. The examination of the negative transfer reveals useful to draw both didactic and learning suggestions, which can be beneficial for the whole language learning process. For learners, the implication is the possibility of developing and strengthening a strategy to memorize lexical words and structures. In doing so, they can be helped by different activities during the lesson, such as contrastive demonstrations of errors in both the languages involved, cloze tests, as well as presentations of the texts that are being studied. We therefore suggest that teachers should model their didactic approach by focusing more on systemic errors related to the structures already learnt by the student (Cattana Nesci, 2004).
RESUMO:
Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas d... more RESUMO: Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas deverá pressupor o desenvolvimento de uma competência intercultural. A língua e a cultura sendo dependentes uma da outra, devem ambas ser ensinadas: os aprendentes devem estar preparados para interagir apropriada e eficazmente com indivíduos de diferentes culturas no sentido de se tornarem mediadores culturais, não só capazes de relativizar a sua própria cultura, mas também de adotar uma atitude de tolerância e respeito pelo Outro. A Croácia entrou na UE em 2013, deste modo, parece-nos pertinente realizar um estudo de caso que envolva os ensinantes de português LE e italiano LE, a fim de verificar como ensinam a cultura nas suas aulas.
-Definiamo verbi pronominali quei verbi che cambiano significato, uniti alle particelle pronomina... more -Definiamo verbi pronominali quei verbi che cambiano significato, uniti alle particelle pronominali ci, ne, la, le o ai pronomi riflessivi.
Uploads
Papers by Maria Rugo
Having in mind the aforementioned facts, the present contribution aims at examining the modalities and strategies in which intercultural competence can be developed, as well as looking at the relevance of such knowledge within a given didactic framework. Not only is the intercultural perspective necessary to improve linguistic competences; it also leads to a better understanding of oneself and one’s cultural identity (Borghetti, 2017).
For the purpose of examining different points of view, we conducted the research observing specific didactic scenarios involving Croatian teachers and Croatian students of Italian language, a situation in which the learners’ culture, though not drastically different from the one being taught, requires to develop intercultural activities in order to actually achieve an exhaustive language learning process.
Some teachers feel the lack of ready-made materials that could help them act as a bridge between the two cultures, but they are aware of the importance of digital environment in teaching cultural aspects.
From the students’ point of view it is impossible to learn Italian language without learning about the Italian culture. The classroom activities stimulate them to explore it further on their own.
The results confirm the need for a more elaborated approach to the development of intercultural competence in the courses.
writing skills. Among the various reasons why the acquisition of the second language automatically contains a risk for mistakes, the most complex one is represented by fossilization.
Numerous researches have been conducted in the field of acquisition
of Italian as a foreign language, while there are only a few examples of
specialized literature when it comes to the Croatian context (Županović & Mardešić, 2014)
Our contribution aims at providing a general overview of the current
situation in the field of written skills in Italian language at university level,
while also suggesting in which ways the problem of fossilization may be
overcome (Cattana & Nesci, 2004). The present paper takes into account a sample of 1st and 3rd-year university students from Croatia who possess a level of language knowledge corresponding to A1/A2 and B1/B2 levels, and 2nd year at Master’s degree (C1 level).
By comparing the performances and the mistakes observed, we wish
to suggest that the encountered transfer errors tend to repeat hemselves and are, by the time being considered, already fossilized. The paper will illustrate in which way these specific cases of fossilization may be tackled, particularly suggesting a cyclical work with the students, i.e. a strategy according to which the same language structure ought to be examined several times over the academic year, each time with a different degree of difficulty (Lo Duca, 2016).
Among all variations, the diaphasic dimension is very difficult to acquire, the one which mainly concerns the use of language in relation to different interactional situations. In fact, it is easier to absorb diaphasic varieties in the spontaneous acquisition process than in guided learning (for difference between these two see Medved Krajnović, 2010). Indeed, although many foreign learners have already assimilated the rules of a certain standard language, it is still difficult for them to acquire a more informal spoken language or to use different linguistic registers (Pallotti, 2000).
This study presents the analysis of the ability of Croatian students to use Italian language in different interactional registers, in particular the most colloquial and everyday's spoken variety. Some written works and oral productions of Croatian undergraduate students of Italian between the third and fifth year of study have been examined, monitoring their productive capacities in the stylistic field, especially at the lexical level, but also from a structural and morphosyntactic point of view.
The aim was to establish if these linguistic productions are suitable for real communicative situations in the Italian's diaphasic range. Although different registers are not entities with clearly delimitable boundaries (Rovere, 2011), sociolinguistic competence, both productive and receptive, must be one of the main objectives of language teaching. A good sociolinguistic awareness, in fact, is synonymous to linguistic mastery.
In addition to giving a general overview of the competence of Croatian students, our goal was also to examine which means appear to be the most effective for this particular students' needs.
Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas deverá pressupor o desenvolvimento de uma competência intercultural. A língua e a cultura sendo dependentes uma da outra, devem ambas ser ensinadas: os aprendentes devem estar preparados para interagir apropriada e eficazmente com indivíduos de diferentes culturas no sentido de se tornarem mediadores culturais, não só capazes de relativizar a sua própria cultura, mas também de adotar uma atitude de tolerância e respeito pelo Outro. A Croácia entrou na UE em 2013, deste modo, parece-nos pertinente realizar um estudo de caso que envolva os ensinantes de português LE e italiano LE, a fim de verificar como ensinam a cultura nas suas aulas.
Books by Maria Rugo
Having in mind the aforementioned facts, the present contribution aims at examining the modalities and strategies in which intercultural competence can be developed, as well as looking at the relevance of such knowledge within a given didactic framework. Not only is the intercultural perspective necessary to improve linguistic competences; it also leads to a better understanding of oneself and one’s cultural identity (Borghetti, 2017).
For the purpose of examining different points of view, we conducted the research observing specific didactic scenarios involving Croatian teachers and Croatian students of Italian language, a situation in which the learners’ culture, though not drastically different from the one being taught, requires to develop intercultural activities in order to actually achieve an exhaustive language learning process.
Some teachers feel the lack of ready-made materials that could help them act as a bridge between the two cultures, but they are aware of the importance of digital environment in teaching cultural aspects.
From the students’ point of view it is impossible to learn Italian language without learning about the Italian culture. The classroom activities stimulate them to explore it further on their own.
The results confirm the need for a more elaborated approach to the development of intercultural competence in the courses.
writing skills. Among the various reasons why the acquisition of the second language automatically contains a risk for mistakes, the most complex one is represented by fossilization.
Numerous researches have been conducted in the field of acquisition
of Italian as a foreign language, while there are only a few examples of
specialized literature when it comes to the Croatian context (Županović & Mardešić, 2014)
Our contribution aims at providing a general overview of the current
situation in the field of written skills in Italian language at university level,
while also suggesting in which ways the problem of fossilization may be
overcome (Cattana & Nesci, 2004). The present paper takes into account a sample of 1st and 3rd-year university students from Croatia who possess a level of language knowledge corresponding to A1/A2 and B1/B2 levels, and 2nd year at Master’s degree (C1 level).
By comparing the performances and the mistakes observed, we wish
to suggest that the encountered transfer errors tend to repeat hemselves and are, by the time being considered, already fossilized. The paper will illustrate in which way these specific cases of fossilization may be tackled, particularly suggesting a cyclical work with the students, i.e. a strategy according to which the same language structure ought to be examined several times over the academic year, each time with a different degree of difficulty (Lo Duca, 2016).
Among all variations, the diaphasic dimension is very difficult to acquire, the one which mainly concerns the use of language in relation to different interactional situations. In fact, it is easier to absorb diaphasic varieties in the spontaneous acquisition process than in guided learning (for difference between these two see Medved Krajnović, 2010). Indeed, although many foreign learners have already assimilated the rules of a certain standard language, it is still difficult for them to acquire a more informal spoken language or to use different linguistic registers (Pallotti, 2000).
This study presents the analysis of the ability of Croatian students to use Italian language in different interactional registers, in particular the most colloquial and everyday's spoken variety. Some written works and oral productions of Croatian undergraduate students of Italian between the third and fifth year of study have been examined, monitoring their productive capacities in the stylistic field, especially at the lexical level, but also from a structural and morphosyntactic point of view.
The aim was to establish if these linguistic productions are suitable for real communicative situations in the Italian's diaphasic range. Although different registers are not entities with clearly delimitable boundaries (Rovere, 2011), sociolinguistic competence, both productive and receptive, must be one of the main objectives of language teaching. A good sociolinguistic awareness, in fact, is synonymous to linguistic mastery.
In addition to giving a general overview of the competence of Croatian students, our goal was also to examine which means appear to be the most effective for this particular students' needs.
Considerando que a língua é um veículo de expressão cultural, a aprendizagem de línguas deverá pressupor o desenvolvimento de uma competência intercultural. A língua e a cultura sendo dependentes uma da outra, devem ambas ser ensinadas: os aprendentes devem estar preparados para interagir apropriada e eficazmente com indivíduos de diferentes culturas no sentido de se tornarem mediadores culturais, não só capazes de relativizar a sua própria cultura, mas também de adotar uma atitude de tolerância e respeito pelo Outro. A Croácia entrou na UE em 2013, deste modo, parece-nos pertinente realizar um estudo de caso que envolva os ensinantes de português LE e italiano LE, a fim de verificar como ensinam a cultura nas suas aulas.