ITALIAN AS A SECOND/THIRD LANGUAGE

Today, I am going to comment on a very interesting article I came across that discusses how children learn Italian as a second or third language.

Allow me to elaborate further: here in Oslo, there is an Italian association where teachers and academic professionals teach Italian to children. These children either have Italian parents or are of half Italian and half Norwegian origin. It is fascinating to observe how these children learn a second or third language in addition to their native Norwegian.

While some of these children can accelerate their learning at home with the support of their Italian parents, others may need to put in a bit more effort due to their practice being limited to a classroom environment. However, regardless of their family background, it is said that children find it easier to learn a new language because they do not have as much information in their brains as adults. This means they are able to absorb and memorize new information more quickly.

Some of you may be wondering why I have selected this particular topic today. Well, it is because I have been hired by this Italian Association to work as a teacher for the 3rd, 4th, and 5th grades. Yippee!

What excites me the most about this role is the idea of becoming part of a system where I can witness these children’s progress while exploring new ways to support them throughout this journey. It will also be interesting to see how they use their imagination and creativity in a non-native language. I believe that people, particularly children, can learn faster while having a bit of fun. Therefore, I will be experimenting with game-like tasks to support their learning. In addition, I am planning to let them watch cartoons, read fairy tales to them, do some origami, etc. For the primary teachers out there, any other suggestions?

My first aim will be to understand how much Italian they know so far in order to determine the best class for them and the most effective way to teach them this beautiful language. This is a new and exciting challenge for me, as it is my first time teaching Italian as a second or third language to children. Currently, the lessons will be held online, but I am eager to teach in person soon, as I believe it is easier to learn a language face-to-face rather than through a computer.

Let’s see how it goes, wish me good luck!

And you, do you have any children who are learning a second or third language?

Feel free to share your insights and experiences.

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Studying again!

Hello Everyone,

I would like to share my experience at the Norwegian university OsloMet (Oslo Metropolitan University):

This year, I embarked on a one-year program in Interpretation from Norwegian to Italian and vice versa. To elevate and improve my Norwegian proficiency, I believed that pursuing this course would be the most effective approach, as it involves a higher level of language study. Additionally, I recognized the need to advance beyond my current intermediate level in everyday Norwegian.

The program is part-time, allowing me to balance it with my job. We meet at the university once a month for weekend classes and group exercises. We also have weekly chats and a year to develop into proficient interpreters at category 3, which is the intermediate level. This qualification will enable us to work freelance for clients in specific sectors, such as the healthcare and legal systems.

Before starting the program, we were required to take an exam to assess our proficiency in both languages and our interpretation skills. I passed the exam with a category 5 rating, and now I am striving for category 3!

Throughout the course, I have encountered numerous specific words and techniques for becoming a good interpreter. My main concern is whether I will remember everything or most of it. I am determined to do my best, despite the challenge of studying a course in my fifth language.

Sometimes I feel exhausted because Norwegian is neither Spanish nor English, which I am more proficient in. However, I am committed to doing my best because I enjoy studying and learning new words. It is stimulating and trains my brain to work more efficiently and smartly.

I need to find strategies to memorize everything and use the techniques during interpretation exercises to enhance my skills. Interestingly, our interpretation exercises are recorded, allowing us to review and analyze our performance. This helps us identify areas for improvement and ensure we are professional in our work. In my first video, I noticed some mistakes, but it was a valuable learning experience that I can build on.

One aspect I did not particularly enjoy was the competitive nature of one of our chat classes. The teacher asked questions, and everyone typed answers as if it were a race to get the “correct answer” first. This stressed me out initially because it should have been a discussion, not a competition. However, subsequent chats were better, likely because they were managed by another teacher.

An interesting chat class is with our Italian tutor. We are just four people, and we discuss terminology lists in different contexts. We share our experiences and knowledge, making it a pleasant learning experience. My colleagues are wonderful people, and it is always fantastic to meet new people with diverse backgrounds. For instance, one of my colleagues is a Norwegian who lived in Florence for three years and studied languages and literature. He speaks excellent Italian with a charming Tuscan accent. Another colleague is an Italian interpreter who has been in the profession for ten years. She provides valuable insights into professional conduct and appropriate terminology. Lastly, we have an Italian policeman who needs to interpret Italian in his job, making this course beneficial for his professional role.

I feel fortunate and enthusiastic about this profession because I love learning from people with different backgrounds and experiences as well as from books. My curiosity drives me to dig deeper and learn more.

Let’s embark on this journey together!

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Different sounds!

Hello Everybody,

Have you ever considered how wonderful the sound of a language is? And, at the same time, how different and sometimes amusing a non-native speaker sounds, especially when their pronunciation reflects their native language?

In my personal experience, even though I strive to speak the languages I know very well and try to hide my native accent, my Italian intonation still comes through! It is quite amusing, especially when I speak Spanish. To tell you the truth, I often get asked, “Where are you from?” by people. At this point, I think it would be helpful to share a bit of my background so you can understand the different language influences I’ve absorbed over the years.

I lived in Seville for six years and one year in Palma de Mallorca, where I met many Caribbean people. As a result, my accent is a unique blend of Andalusian and Cuban! Curious, isn’t it? Many Spanish speakers ask if I am from the Canary Islands because there is a significant population of Cubans there who mix Castellano with Cuban expressions. I must admit, I am like a sponge, absorbing the sounds I hear around me.

The same happens with Portuguese speakers who ask me if I am Brazilian because I learned Brazilian Portuguese. Thanks to my several Brazilian friends who help me practice, I sound quite Brazilian, or so they say!

But now let’s talk about those who use their native accents to speak another language. Spanish speakers, particularly those from mainland Spain, caught my attention. They speak English with their native sounds, which can sound quite unusual. For example, English words beginning with “s” are pronounced with an “es” sound, as in Spanish. It is challenging for them to drop the “e“:

Study – estudy (Spanish pronunciation)

School – eschool

Spain – Espain

The word Google is often pronounced “Googel,” and the letter “h” is pronounced like the Spanish “j” with its guttural sound, so “hip-hop” becomes “ji-jo.” This can be confusing for native English speakers, who may struggle to understand due to these pronunciation differences.

It is not entirely their fault, as Spain extensively dubs TV programs and films, making it harder to learn proper English. Additionally, they are quite nationalistic, translating almost everything from English to Spanish.

Conversely, Italians often mix English and Italian, sounding Americanized, but they also face challenges due to extensive dubbing.

I have heard Portuguese speakers speak English well, despite their nasal sounds. Norwegians, including myself, tend to sing when speaking English, influenced by their native intonation. I have been told my English carries a mix of Italian, Spanish, and Norwegian accents by my American friends, hehehe!

What about American or English speakers speaking Spanish or Italian? Forgive me, but it sounds amusing (in a good way, of course)!

First, their “r” sound and, particularly among Americans, their “t” sound often comes out as “d“:

Ristretto – ristredou (American pronunciation)

Salita – salida

Vecchietta – vechieda

Lastly, Germans (even though I do not know German, their accent when speaking Italian caught my attention) speak Italian with a very pronounced accent, substituting “ge” with “ce“:

Germania – Cermania (German pronunciation)

Gente – cente

How funny do we all sound? And how beautiful is every language, with all its pros and cons?

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Our everyday chats…

Hello Dear Readers,

I would like to start today’s article with a simple question: Is it just me who thinks that our smartphones rule our daily lives? When you think about it carefully, we don’t even need to use a computer anymore. With smartphones and their applications, as well as the most popular social media platforms, we can accomplish so much instantly. We can chat with friends all over the world, and because we live in a time where we want to do many things simultaneously and quickly, we often shorten words to save time.

I’d like to share some examples in the five languages I know to illustrate how amusing, yet at times stressful and sad, it can be for language enthusiasts to see grammar being neglected. But well! Win some, lose some…

For example, the proper word for “message” is abbreviated as “msg.” So, “Can I send u a msg?” should be “Can I send you a message?

Italian:

Text: Ciao! Cm stai? T posso kiam dopo? C ved fra 2 gg. Tvttb.

Full Sentence: Ciao! Come stai? Ti posso chiamare dopo? Ci vediamo fra due giorni. Ti voglio tanto tanto bene.

(Hi! How are you? Can I call you later? See you in two days. I love you so so much.)

Text: Xo Xké fai cs?

Full Sentence: Però perché fai così?

(But why do you act like this?)

Spanish:

Text: Wenas! bno ntp! ns vms dsps!

Full Sentence: Buenas tardes! Bueno no te preocupes! Nos vemos después!

(Good afternoon! Well, don’t worry! See you later!)

Text: Tkm, pr q sepas! xoxo

Full Sentence: Te quiero mucho, para que sepas! Besos y abrazos.

(I love you so much, just to let you know! Hugs and kisses)

English:

Text: Hi! How r u? TGIF!!! LOL

Full Sentence: Hi! How are you? Thank God it’s Friday!!! Laughing out loud

Text: TYVM 4 ur help! ILU!

Full Sentence: Thank you very much for your help! I love you!

Portuguese:

Text: Pdc, acho q vc está certo!

Full Sentence: Pode crer, acho que você está certo!

(You can believe it, I think you are right!)

Text: Te digo a vdd: tenho sdds d vc!!!

Full Sentence: Te digo a verdade: tenho saudades de você!!!

(I tell you the truth: I miss you!!!)

Norwegian:

Text: Ifht hva du sier, r d ikke mulig å gjøre d pga stedet.

Full Sentence: i forhold til hva du sier, er det ikke mulig å gjøre det på grunn av stedet.

(According to what you say, it is not possible to do that because of the place.)

Text: R de 3 elns? Også hvor r de?

Full Sentence: Er de tre eller noe sånt? Også hvor er de?

(Are they three or something like that? And also, where are they?)

As you can see, with this method, we create new vocabulary every day. However, it may not be quite understandable for everyone. Sometimes, I think it is better to value a single moment and take a minute to write a complete message.

Isn’t it better to read “I LOVE YOU” instead of “I LUV U”? Think about it!

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What time is it?

The Significance of Time in Our Daily Lives

Time” is a small word with immense importance in our everyday lives. Everything revolves around it: every moment and every minute we take is a step toward organizing our daily activities. We often live as if our time is running out, which is somewhat accurate, but sometimes we should slow down and enjoy every moment fully.

We tend to plan our days with some sort of agenda, organizing our routines and scheduling specific appointments or errands. But how do we ask “What time is it?” and respond to this question in Italian, Spanish, English, Portuguese, and Norwegian?

The inspiration for this article came from an experience I had recently. I overheard a Norwegian person abbreviate the proper way of stating the time, and I wondered, “Is that possible?” After considering how he should have said it, I understood why he omitted the full phrase—it takes quite a long time to say it in Norwegian! Before we delve into the Norwegian way of telling time, let’s examine how it is done in other languages.

Italian: In Italian, we ask, “Che ore sono?” (we use the plural form to inquire about the time of day). The response is, “Sono le undici” (it is eleven o’ clock) or “È l’una” (it is one o’ clock). We use the singular form for the number one and the plural form for other numbers. The time can be stated in both digital and analog formats. In this article, I will focus on the analog format because it involves more words in the sentence: “Sono le undici e venti!” (it is twenty past eleven) or “Sono le tre meno un quarto!” (it is a quarter to three). “E” is “past“/right side of the clock and “meno” is “to“/left side of the clock.

Spanish: In Spanish, the question is, “¿Qué hora es?” or “¿Qué horas son?“—both singular and plural forms are used. The answer is always in the plural form, except for one o’clock, which is singular, just like in Italian. “Son las quince y veinticinco” (it is twenty-five past three PM) or “Son las cuatro menos cinco” (it is five to four). On the right side of the clock, they use “y” (and), and on the left side, they use “menos” (to).

English: In English, we ask, “What time is it?” and respond with, “It is twelve o’ clock” or “It is ten to ten!” The singular form is used here. When telling time in English, remember that “past” is used for the right side of the clock (e.g., “it is a quarter past three“), while “to” is used for the left side (e.g., “it is twenty to four“).

Portuguese: Portuguese follows the same pattern as Spanish. They ask, “Que hora é?” or “Que horas são?” and answer with, “São as cinco para onze” or “É a uma e cinco“. “Para” is used to mean “to” (left side of the clock), and “e” is used for “past” (right side of the clock).

Norwegian: Finally, let’s analyze the Norwegian way, which led me to write this article. They ask, “Hva er klokken?” The answer can be complex. For the first quarter on the right side of the clock, they say, “Det er fem tjue” (it is five twenty). For the last quarter, they say, “Det er kvart på fire” (it is a quarter to four). The challenge, particularly for immigrants, comes with phrases like “Det er ti/fem på halv ett” which translates literally to “It is ten/five minutes to the half-hour to one” (meaning “it’s twelve twenty/twenty-five”). For the left side of the clock, they say, “Det er fem/ti over halv tre”, meaning “it is five/ten minutes past the half-hour to three” (i.e., “twenty/twenty-five minutes to three“).

Considering this explanation, I recall the phrase I heard: “Er det ti over?” (He asked, “Is it twenty to…?“)—a significant abbreviation! He should have said, “Er klokken ti over halv elleve?” (Is it twenty to eleven?).

I often wonder why people complicate their lives. What is complicated and “strange” for some might be simple and easy for others. It just takes time to memorize how certain things work.

And I appreciate that!

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