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ITALIANO RESUME / CV CV

EUROPEAN FORMAT
CURRICULUM VITAE



EDOARDO NATALE

Age: 31 Date of birth: 9th August 1978 Place of birth: Mons (Belgium)
Nationality: Italian
Civil Status: Single
Address:Via Michelangelo, 16 42110 Reggio nell’Emilia (Re) Italy
Telephone: 00 39 3280096236 ( mobile)
E-mail: edona54@hotmail.com

ACADEMIC BACKGROUND

2007- March 201 PhD student in Linguistic Studies (Cross–cultural pragmatics),
University of Modena e Reggio Emilia.
E-mail: patrick.coppock@unimore.it

2003/2004 MA in Intercultural Studies at the University of Padua, Italy
E-mail: anke.miltenburg@unipd.it
or www.lettere.unipd.it/intercultura

1997-2002 University of Naples “Orientale” www.iuo.it
BA in Languages (English and French)
and European Culture. Final Mark: 107/110

1992-1997 “Liceo Linguistico” Avellino Italy
Final high school graduation mark: 52/60

Other courses

February 2010-May 2010 Abroad traning in intercultural competence for Phd student in telecom Bretagne University and University of Tours in France.
Contact: alison.gourves@telecom-bretagne.eu

2006 August 4 weeks Academic English course at Bradford College ( Leeds, UK)
E-mail: elc@bradfordcollege.ac.uk

2002 August 3 weeks French Language Teacher Training course
University of Liège (Belgium) Certificate passed
E-mail: islvfr@ulg.ac.be



TEACHING EXPERIENCE

29 June-19 July 2010 Teacher of Italian language at University of Udine (Italy)
contact: alessia.bruno@uniud.it

October 2009-January 2010 Teacher of French language in Italian Public school
“Manzetti” of Aosta
contact: gabriella.ifts@libero.it

June 2009-August 2009 Teacher of Italian language at summer Camp in Lignano (Udine)
For MB company: db@mbscambi.com

September 2008- February 2009 Teacher of Italian language at Marseille (France)


June 2008-July 2008 Teacher of Italian language at summer Camp in Lignano (Udine)
For MB company: db@mbscambi.com

September 2007- May 2008 Italian tutor for foreign students in Modena University
Contact: tny@hotmail.it

April- June 2006 University of Pavia (Italy), in Tunisia
Teacher of Italian language with IT
E-mail: marta.miatton@unipv.it ; www.media.tunis.unipv.it

September 2004– July 2006 7 November of Cartage, University of Tunis,
Teacher of General and Business Italian
E-mail: salvadol@libero.it

April- June 2005 University of Pavia (Italy), in Tunisia
Teacher of Italian language with IT
E-mail: marta.miatton@unipv.it ; www.media.tunis.unipv.it

1/10/2002 –30/04/2003 Vitrolles (France), Lycée “Pierre Mendes France”
Italian teaching assistant with IT
E-mail: giuliaromanelli@yahoo.it ; mjginoux@hotmail.com

OTHER WORK EXPERIENCE

1997– 2010 Tourism brochure translator (Italian– French); University Library Assistant (Naples, Modena);Voluntary guide for U.N Food forum held in Rome; Freelance journalist for
“Corriere dell’Irpinia” (local newspaper) writing articles on culture and youth issues.
Proofreading for “Ristretti Revue” (monthly magazine on social issues)




LANGUAGE PROFICIENCIES

Italian: mother tongue; French: fully proficient; English: upper intermediate;
English: fully proficient; Arabic: basic

COMPUTER SKILLS

WordPerfect, Office, Internet, E-mail

REFERENCES

Patrick Coppock, professor of semiotics, University of Modena and Reggio Emilia
E-mail: patrick.coppock@unimore.it
Salvatore Dolores, Italian lecturer, University of Tunis (Tunisia)
E-mail: salvadol@libero.it

Marta Miatton, Master’s co-ordinator in Tunis, University of Pavia (Italy)
E-mail: marta.miatton@unipv.it

Giulia Romanelli, teacher of Italian, Italian Cultural Institute (Madrid)
E-mail giuliaromanelli@yahoo.it


Pubblication:
http://ital2blog.blogspot.com/2006_02_01_archive.html
http://www.trickster.lettere.unipd.it/doku.php?id=seconde_generazioni:natale_migrante
campus.usal.es/~revistas_trabajo/index.php/1576-7787/article/.../5181

Editor:
http://icebergitaliano.blogspot.com
www.luigiboschi.it/edoardonatale

Social skills and competences:

Team work: I have worked in various types of teams from research teams to international teaching staff
For 2 years I worked as a Italian teacher at the Summer school of Lignano with all the staff coming from Britain
- Mediating skills: I worked with young people from different background in France, Tunisia and in North of Italy
- Intercultural skills: I am experienced to work into international group from European, Asian and Arabic team group.

Organisational skills and competences

During my PhD I organized a seminar about intercultural awareness inside the language education
Whilst working for a Tunisian University I participated for a ‘intercultural Dialogue’ week organize by European Union in Tunisia.

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FORMATO EUROPEAN CURRICULUM VITAE




CURRICULUM VITAE - Edward Via CHRISTMAS

of college, 2
34100 Trieste (TS) Italy
Phone: 00 39
328/0096236 E-mail: Date and place of edona54@hotmail.com
Birthday: August 9, 1978 - Mons (Belgium)
Nationality: Italian; Marital status: single; Military: Completed


Work Experience

29 June to 17 July 2010 Professor of Italian at the University of Udine (Italy)

25 January 2010 - May 17, 2010 Stage of research in the field of cultural competence in language learning second-universities Telecom Bretagne (Brest, France) and at the University of Tours.
Contact: alison.gourves @ telecom-bretagne.eu

October 2009 - January 2010 Teacher of French at the Institute for accountants
"Manzetti 'Aosta Contact: @ libero.it gabriella.ifts

June 2009-August 2009 Teacher Italian Language Summer Camp at Lignano (Udine) for cultural exchanges MB of Padua db@mbscambi.com

September 2008 - February 2009 Teacher of Italian language in Marseille (France)
To ABC school: arodrigo2100@yahoo.com

June 2008-August 2008 Teacher of Italian at the Summer Camp in Lignano (Udine) for cultural exchanges MB of Padua db@mbscambi.com


September 2007 - May 2008 Tutor Italian language for foreign students in cultural associations of the 'University of Modena and Reggio Emilia.
Contact: tny@hotmail.it

2004 - 2006 University of Tunis Carthage 7Novembre "
Professor of Italian Language and Italian commercial
Email: salvadol@libero.it

University Spring 2005 of Pavia, School of Advanced Studies in Tunis,
Professor of Italian Language with the use of technology
Email: @ marta.miatton unipv.it; www.media.tunis.unipv.it

10/01/2002 -30/04 / 2003 High School "Pierre Mendes France" Marseille (France) Italian Language Assistant

Email: giuliaromanelli@yahoo.it



Other work experience from 1997 to 2010: Translation of tourist brochures (Italian and French) for ProLoco of
Montoro Inf (Av), the University Librarian Naples (part-time work);
Volunteer for the UN Forum on Hunger, held in Rome;
Free lance journalist at Corriere Irpinia "(local newspaper) articles
culture and youth issues

Education and Training

2007 - April 2011 PhD in Intercultural Pragmatics,
University of Modena and Reggio Emilia. Email: acarli@unimo.it


2003/2004 Master in Intercultural Studies, University of Padova
Email: anke.miltenburg @ unipd.it


1997-2002 University of Naples "Eastern" www.iuo.it
Degree in Foreign Languages \u200b\u200band Literatures; final grade: 107/110

1992-1997 "Language School" P. And Imbriani Avellino
Maturity: 52/60

Other Classes

5 / 8 - 28 / 8 2002 Internship in Teaching French Language for Foreigners
at the University of Liege (Belgium) Contact: www.ulg.ac .be / islv

07/31/2006 - 08/25/2006 Course in Academic English at Bradford College (UK)
Contact: @ p.goddard bradfordcollege.ac.uk


Languages \u200b\u200bItalian: mother tongue French: very good;
English: Advanced Intermediate, English : good; Arabic: Elementary


Computer

WordPerfect, MSWord, Excel, PowerPoint, Internet



Reference:

Dolores Salvatore, Professor of Italian Language, University of Tunis (Tunisia)
Email: @ salvadol free. Marta en

Miatton, coordinator of the Master of Tunis, University of Pavia
Email: marta.miatton @ unipv.it

Giulia Romanelli, a professor of Italian language, Marseille (France)
Email: giuliaromanelli@yahoo.it

Publications:

http://ital2blog.blogspot.com/2006_02_01_archive.html
http : / / www.trickster.lettere.unipd.it/doku.php?id=seconde_generazioni:natale_migrante
campus.usal.es / ~ revistas_trabajo/index.php/1576-7787/article/.../5181

Publisher :
http://icebergitaliano.blogspot.com
www.luigiboschi.it/?q=taxonomy/term/578

authorize to handle my personal data under the Data Protection Act L.196/03

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What makes us different cultural values \u200b\u200bof intercultural

cultural values \u200b\u200b

Riflettete sull’importanza nella vostra cultura dei seguenti valori. Indicate con un doppio (V) i valori che ritenete importanti, un solo (V) quelli che ritenete di seconda importanza. Non mettete nessun (V) vicino a quelli che non ritenete importanti. Se volete potete anche aggiungere altri valori se non sono presenti nella seguente lista.

Individualismo
Classe sociale/gerarchia
Mascolinità
Soldi e beni materiali
Modestia e umiltà
Tempo e puntualità
Fede e destino
Aggressività
Responsabilità di gruppo
Rispetto per gli anziani
Ospitalità
Rispetto per la natura
Uguaglianza per le donne
Religione e spiritualità Obedience to authority

Tertiary education
Order

Equality
consensus
Privacy
Quality
Making Self-Confidence

Reputation
Competition
social harmony in the group
Success Group
Family Safety

Honesty / sincerity

________________________ ________________________ ________________________ ________________________



Some results from participants in a seminar on intercultural:

Germany
•  •  order
formalities
•  •  meticulous quality
• 
authorities


U.S.
•  confidence
freedom
•  •   tangible
competition
opening

France •  • 
university education authorities

•  •  respect for elderly
quality
•  •  England formalities


fairness and justice
•  •  •  tradition
contribution to the community
•   humor


according Spain to published books:
negociar lo español, Villemoes,
Kjaerbeck, Bovet, et al

confidence
•  •  • 
customize the hierarchy
improvisation
•  •  the time factor

Global Culture (text by Gannon) • 

loyalty to family, friends, their city or village or region
avoid uncertainty
•  •  •  opening
individualism and pride
•  the quality of life
•  passion and emotions

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Ways to be different

1. What is polite or rude, and how we define appropriate behavior
2. The days are celebrated as festivals and
3. How do you show respect and how you show contempt for someone
4. What is a risky behavior or humble
5. What makes us proud and what embarrasses or causes us a sense of shame
6. What, when and how to eat and drink
7. What to wear, when and where we wear them
8. What we find funny or sad
9. What are selling or buying, when, how and with whom we do
10. As we see and behave in the face of illness and health
11. What we are physically close to each other
12. How and when we touch with each other (if you touch people)
13. How and when you greet people
14. How many times we smile at those who smile and what it means to our smile
15. How, with whom and how many times we go out for fun
16. How and in what situations we need to queue or wait your turn
17. How many times do change jobs or moving and where and why
18. As we speak with a foreign person with a supervisor or one of our subject, and so on.
19. What tipo di comportamento può dirsi etico e quale tipo di comportamento non è etico
20. Cosa significa essere amichevoli o non amichevoli
21. Il ruolo conferito alle tradizioni e ai riti
22. In cosa crediamo
23. Quali sono i nostri valori
24. Il nostro senso comune delle cose
25. Quali sono gli scopi della vita
26. Il ruolo di Dio e delle altre religioni
27. La capacità di una persona di dirigere la propria vita o se manca di determinazione
28. Il ruolo positivo o non positivo della “privacy”
29. Cosa e chi sono puliti o sporchi
30. Cosa è bello o brutta
31. Il ruolo della propria individualità
32. Il ruolo dell’uomo e della donna e come si devono between them involve
33. The role of harmony in a group
34. The relationship and obligations towards members of the new family and friends
35. The role of competition between people
36. The social class
37. Levels of education
38. The occupational hierarchy in the work
39. Who decides, and under what circumstances
40. What is the experience of time and used
41. The time schedule is important or not important
42. The importance of thinking / preparing for the future
43. What is the experience and seniority is valued as
44. What you should say something directly and indirectly
45. What tone of voice we must have
46. With whom and with whom we speak do not speak
47. The facial expression and nonverbal behaviors and gestures
48. The type of conversation in terms of formality or informality
49. What you should say and what must remain unsaid
50. As we are open or closed to disseminate information

There are many way to defer to one another without necessarily belonging to a different cultural group.

Adapted from Global Competence: 50 Training Activities for Succeeding in international business, Jonamay Lambert, Selma Myers and George Simons Editors Amherst, Mass.: HRD Press, 2000

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methodology for Ron Scollon Intercultural Research

Methodology : contrastive observation

Perhaps, the most crucial aspect of all studies of interdiscursive communication is that of contrastive observation. We want to know not only what do people do but also how might they have done otherwise. The surest way to learn how someone might have done otherwise is to contrast their action with the actions of people in other places, at other times, or in other groups.
We can have four type of data and he can be called:
1. Member's generalizations
2. Neutral observation
3. Individual member's experience
4. Observer's intentions with members

In the first case, the researcher is concerned with getting an answer to the question:
what do people in this group say is The Meaning of this action? That is, the idea is to see what people say about What They Themselves are doing. Of course, we are aware That People Can Easily Give Their actions and rationalizations of behavior That are wide of the mark of reality. Nevertheless, it is crucial in intercultural communication to know how the ingroup, the members of the society or group, characterize Themselves Their own actions.

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etnopragmatica

What is linguistic anthropology?



linguistic anthropology The invention dates back to the nineteenth century, 19 were born in the U.S. where some research paradigms: Boaz emerges the idea of \u200b\u200blanguage as a code is essential because it allows us to have a window on world. Anthropology see the language as a means of access to that part invisible in the human. Next, comes a new paradigm: language as action, and as a form of social organization.

The study of speech events and speech events as indicators of language conceived as action. From here, exit out of the conversational analysis, which he sees as making social conversation. The language is seen as a dynamic element and not as a world already fixed, rather than part of a social world. Thus, we can almost see a social analysis through the use of language.

dell'etnopragmatica The idea stems from the desire from the meeting of two cultural practices, namely the idea ethno ethnography of communication, but also the idea of \u200b\u200betnoteoria, ie how to study a social group of individuals in a given community but the idea of \u200b\u200breconnecting the person, the theory of social life, as expressed by 'English expression "what we are about." This anthropological approach to our social existence gives way to investigate how people think, can be seen and perceived within a community.

Geertz and Mauss introduced the concept of the "moi", later became the concept of person as a mask. Therefore, plays an important role in the etnoteoria action, since each culture has specific ways of and true understanding of "being in the world."

Practically, to achieve a greater understanding of the role of language in social reality, we must make this journey dell'andirivieni between the familiar and the unknown, leading to being strange what is familiar and vice versa.

Husserl speaks of "natural attitude" of the world, that's how the world goes without saying. This world is made up of values, things, strangers, enemies, friends and colleagues.

So the question is to understand what makes us human and at the same time separates us from the world of Italian and French? As you can see or feel the people inside Italian and French linguistic community (this was my addition).

At this point emerges the concept of "agency" of agency, ie we have control of our actions and words, which have feedback on other people and are being evaluated (in effect), or the " do "should be" efficiency "on things.

Other very important role is played by the pragmatic, which has changed the way of language, as brought to the fore the notion of making the language (perhaps omitting the appearance of the tongue) (I personally believe that the study expressivity in the languages \u200b\u200bis a way of deal in terms of aesthetic language). With the pragmatic

enter the maximum fee in full Grice with the concept of Face (face) of Goffman. According to Durand, the shortcomings of pragmatics are to be found in the fact that not investigate the phenomenon of 'what the language allows the language to do what they do? What makes this discourse (academic conference, for example). If we take the example of yours, the question is: what are the conditions that make possible this kind of exchange? Then from the anthropological point of view, we must think about the context, objects, to how we are guided in the world. Intersubjectivity holds an important place, because it reveals a concept ampio dell'essere sociale e dell'essere insieme. Elementi come “la comprensione reciproca” o “la condivisione della comprensione” vanno da sé nel nostro mondo, mentre il solo studio della linguistica rende la lingua solitaria.

Possiamo dire che nei vari paradigmi che hanno caratterizzato il pensiero dell'antropologia linguistica, la costante ha visto il linguaggio come un medium non neutrale, il che ha portato alla relatività linguistica, dove la lingua non è mai neutra nel codificare l'azione.

Le domande al centro della riflessione di Duranti sono: In che modo la nostra disciplina di studio ci aiuta o ci ostacola nella nostra comprensione del nostro essere al mondo? Che cosa si nasconde dietro language? How can we make better use of local and academic theories to understand the universal conditions of what we are?

Intersubjectivity, intentionality, or exist as universals exist before the conflict and diversity, before reaching a certain normativity?

Therefore, our starting point detector always sees the language as a mirror or a social group in the making.

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code switching and linguistic anthropology class

The code-switching as a strategy management lingual conversation

Among the most important from the point of view of discourse by the code-switching was undoubtedly the reporting of a change of number of participants in the interaction, said another way, the transition from one linguistic system to another is the classic ploy to signal a willingness to talk with another party, other than that with which they talked about until now. This practice is easy to interpret, even for speakers of languages \u200b\u200bwith few resources.
For example, in the next snippet of conversation, switching into Italian indicates a broadening of the participants also to the interviewer, making her the new recipient of the message. The code-switching is a linguistic mechanism that varies widely used to expand or restrict the number of participants at the time of communication. However, it seems to emerge in the corpus collected, for a prevalence rate of the message recipient. It will always be the interviewer to be excluded with the use of the Twi language, code shared by all other participants in the interaction. Thus, the twi language plays the role of we-code, ie code to be used for internal relations within the community. (Gumpertz, 1982:66). The Italian is used in a recurrent way to communicate with the people of Bergamo, and in this situation, the Italian used to expand the constellation of the participants. In the corpus, the Italian will be used to make direct recipient of the message our interviewer, abandoning thus its role as a bystander. Wrapped, code-switching serves to highlight a comment, a subsequence from the most significant, revealing a role of organizer of the conversation. In the monolingual speech it is customary to report the presence of sub-sequences by means of intonation or other prosodic features, but at the multilingual speaker the opportunity to exploit the contrasting effect resulting from the combination of different language systems is an effective strategy and accessible . The transition from one topic to another is often included in the practice of code-switching, making the procedure more fluid interaction. Often prevails in the communications multilingual, switching direction in contrast to the trend of the conversation. For example, issues relating to arrive in Italy and practices to obtain a residence permit have been concluded in Italian, because our participants had to develop a certain familiarity with the Italian, while fulfilling these problems. For everything about the lifestyle of the original country, there is a use of the TWI.
Although our data do not allow us to determine the topic through the language, it seems that English is used in a neutral manner, that is used for those topics that are perceived as devoid of emotional involvement. As part of
contesti, sembra che la commutazione di codice sia molto ricorrente sia all’inizio che alla fine degli episodi interattivi, il tutto durante i saluti di incontro o di commiato.
In questi casi, la lingua prescelta è il twi, la quale marca la differenza tra il momento della conversazione e quello del rituale dei saluti , momento decisivo nel definire i rapporti tra gli interlocutori; sembra che l’uso del twi accorci le distanze tra di loro, dimostrando che entrambi appartengono alla comunità ghanese o ne condividono gli stessi valori, e di conseguenza favorisce un rapporto di solidarietà.
Una delle coppie adiacenti che ritroviamo con molta frequenza sarà la domanda in twi “wo ho te sen? ( come stai?). letteralmente How is your body? This question is a formula of entry (Goffman, 1971, 1988), a greeting meeting whereby two parties confirmed the mutual willingness to begin an interaction function that has become meaningless to the original meaning of the request. Another field of application of code-switching is the reproduction of previous fragments of conversation in the narrative sense, ie to explain the sequence of utterances. This feature allows you to highlight the polyphony in every narrative text. (Bakhtin 1979).
switching makes it possible to master the conversation, adding to already ample choice of these strategies for monolingual and therefore becomes a trump card the speaker's multilingual.

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questionnaire pragmatic

Scenario # 1: give money back

Imagine that one of your friends who already know a number of years in the habit to borrow money and to return them only after a certain period of time. In fact, it seems she has been late with you in not only give you back the money he had borrowed, but also with other people. Two weeks ago, she has asked to borrow € 20 and not once gave you the money immediately as you had promised. You have decided to wait another few days, but now you're in the situation that you really need to have money. Now its time to chiedere alla tua amica di ridarti i soldi prestati.

Scenario N2: chiedere dei soldi in prestito

Immagina che tu abbia dimenticato di fare colazione e adesso ti prepari a fare pranzo presso la mensa dell’Università. Quando stai cercando i tuoi soldi per pagare, ti rendi conto che hai dimenticato di portare con te il tuo portafoglio. A causa del tuo impiego del tempo, hai giusto il tempo per mangiare ma non abbastanza tempo per poter tornare a casa e prendere i tuoi soldi prima della lezione. Proprio in quel momento, ti avvedi che c’è un tuo collega maschio del tuo corso che conosci già da qualche anno che si è seduto vicino. Hai deciso di chiedergli in prestito i soldi per il pranzo.

Scenario N3: take a day off

Imagine you are a student who works for a research project of a male professor with whom you've had a lot of lessons before doing this project. Your work should play in the teacher's room every Tuesday and Thursday. Unfortunately, next Tuesday you have an important interview with a prospective employer. The interview coincides with your working hours, and then you have to take a day off to be able to go to the interview. You must ask your teacher for permission to take a day off. N

Scenario 4: homework longer than expected

Imagine you had a cold last week. This was strong enough to make you stay home and get rest, but not strong enough to make you go see a doctor. Although your cold is gone now, you will not be possible to deliver in time, the task of your lesson for today. Your woman professor made it clear that there will be no excuse for delay in handing over the tasks of the house without a valid reason. Although, you did not apologize for a medical certificate, you can not afford to take a zero for your assignment. Do you think you know the teacher only for the hours performed in the classroom. You want to ask the professor to let a woman deliver the job late. N

Scenario 5: Be punctual

Imagine that you are a university professor. In your class, group activities and active participation is an important element. Since the beginning of the semester, your a male student is continually late. Only a few times arrived on time to class. Other students in the class seem to be disturbed by the delays of the student. After the class, you have to ask him to get there on time the next class. N

Scenario 6: presentation

Imagine that you are a university professor. For your course, you request a personal presentation on the material discussed in class. The presentation is for 40% of the final grade, and also requires the demonstration of some experiments. Today is the first day of presentations, but due to a technical problem with the material being presented, you think you will need to lectures instead of the presentations to cover the time before taking the exam. However, the last to present the works is a student who brought with them various instruments and electronic equipment. So, all this material not be used for the presentation today.
As a professor, you want to ask you to postpone the presentation to the next lesson.

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Education language and power

Education and linguistic power

The ability to master the language tools of a given language community requires some form of training, which we define as educazione linguistica.
Il vero problema con l'educazione linguistica riguarda il suo accesso per i membri di una data comunità. In società fortemente stratificate e con classi sociali molto diversificate, le diversità linguistiche sono funzionali alla conservazione dei dislivelli interni, le classi o gruppi egemoni devono necessariamente esercitare un controllo sull'apprendimento linguistico.
Come aveva notato Gramsci nei suoi quaderni dal carcere (Quaderno 29, 1975), il parlante continua ad essere sottoposto ad un controllo linguistico, in quanto oltre alla “grammatica immanente di ogni linguaggio, esiste anche una grammatica non scritta detta grammatica “normativa”, ed è costituita dal controllo reciproco, reciprocal teaching, the "censorship" with each other, which manifest themselves with questions like: "What have you heard, or what do you mean?" "Explain," with a caricature and mockery, this whole complex of actions and reactions come together to determine a grammatical conformism, namely to establish "norms" and judgments of fairness or unfairness, etc. ".