INGLESE DINAMICO

"Speaking, reading, writing and thinking to build real world communication between real people."

Mission Statement

Inglese Dinamico is designed to provide English language intervention to facilitate speech/language development in English in contrast to didactic teaching methodology. It is based upon approaching each person’s individual learning style and needs and adjusts teaching methods to facilitate learning in all participants. Oral language and speech clarity are emphasized as critical foundation skills for both conversational development and later literacy acquisition. Language acquisition is seen as a dynamic, interactive process that continues through life. The program promotes effective, dynamic communication across many contexts by recognizing that people with confident speaking skills successfully engage in inter-cultural exchanges that promote effective transactions as well as meaningful exchanges and increased understanding and awareness of cross-cultural similarities and differences.

The Project

Inglese Dinamico has developed projects in three distinct areas:
1 - Teaching projects in communities and schools. Includes classroom teaching, after-school programs, summer programs, private courses and professional training workshops for teachers and adults in all professional and trade areas. Clear and flexible speech production is emphasized at all levels.

2 - Research projects designed to investigate issues in:
- phonological awareness
- bilingual education
- socio-linguistic approaches to teaching English to foreign learners
- investigating foreign learners in a host country who must acquire the language of that country (L2) and simultaneously use their mother tongue (L1) and the L2 they are in the process of acquiriing as they are charged with learning English as a third (L3) compulsory language.

3 - Development and writing of professional journal articles not only specifically about Inglese Dinamico but also related areas such as language acquisition for young foreign learners and the acquisitions of phonological/morphological awareness in all learners and its effect on English language acquisition, socio-linguistic applications in second-language acquisition, emerging literacy and promoting literacy skills in young learners and adult learners.

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