Book Chapters
The Fields of Digital Research: theoretical, methodological and application challenges, 2024
As Ludwig Wittgenstein stated, «the limits of my language are the limits of my world«. Hence the ... more As Ludwig Wittgenstein stated, «the limits of my language are the limits of my world«. Hence the words used by individuals can define their view of society. In the last decade, scholars have discussed how to make the Italian language more inclusive in debates involving native speakers beyond the academic community. The exchanges among users on online platforms such as TikTok and Instagram have generated many linguistic threads. Many forums exhibit hate speech patterns aimed at members of the LGBTQIA+ community. Given that 74.5% of the Italian population use social media, these platforms can serve as a resource to be studied to glimpse contemporary Italian society.
This research investigates the social discourse around online hate speech in Italy, focusing on using offensive words against the LGBTQIA+ community and how people use these terms when participating in public policy debates. Many empirical studies have been conducted to understand how derogatory language can impact different communities, but those with a perspective on Italy and the Italian language are almost absent. Through digital methods and the analysis of data from a search query, we were able to track the use of offensive words on Instagram and TikTok, analysing how users use the leet alphabet and keyword obfuscation to overcome the limitations of algorithms by understanding how the word interpreted is in reality used mainly by members of the LGBTQIA+ community and their allies.
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AI in Language Teaching, Learning, and Assessment, Mar 4, 2024
As artificial intelligence (AI) continues to increase its presence and accessibility within educa... more As artificial intelligence (AI) continues to increase its presence and accessibility within education, the need to address AI's impact on assignment design and the production of original coursework is heightened. Within the context of an undergraduate language and culture course, this chapter thus offers reflections on the integration of AI tools and their effect on shaping assessment methods. The authors also highlight that there indeed remains a great need for continued research in the realm of AI and education going forward, especially where enhanced AI-detection technologies, institutional policies, academic rigour, and learner expressiveness are concerned.
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Un viaggio attraverso la conoscenza: Studi in memoria di Paul A. Colilli (1952-2018) / A Journey through Knowledge: A Festschrift in Memory of Paul A. Colilli (1952-2018), 2020
Abstract – Following the debate that began when Alma Sabatini started researching on behalf of th... more Abstract – Following the debate that began when Alma Sabatini started researching on behalf of the National Commission for Equal Opportunities (1986), the present study investigates some issues in gender-inequality in the Italian language, mainly dealing with the lack of the usage of feminine forms of many professional job titles. Teaching Italian in Canada means sometimes facing the fact that some students raise the question of the “unfairness” of the Italian language towards feminine forms. This article focuses on how Italian L1 and L2 speakers perceive such inequalities, by analyzing the results of a questionnaire–shared in universities across Canada–and then reflecting on some solutions that have been adopted to resolve the situation and some suggestions for the future.
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Articles
AntoloGaia: Queering the Seventies, A Radical Trans Memoir, Oct 13, 2023
Foreword to the English translation of Porpora Marcasciano's AntoloGaia (translated by Sandra Wat... more Foreword to the English translation of Porpora Marcasciano's AntoloGaia (translated by Sandra Waters and Francesco Pascuzzi).
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Italiano LinguaDue, Dec 15, 2023
Abstract
In the last three years, we have introduced some activities and reflections on neutral l... more Abstract
In the last three years, we have introduced some activities and reflections on neutral language in Italian in our classes in Canada. Starting with the sociolinguistic theories studied and discussed on the subject, we have been incorporating explanations, examples, and realia in our lessons to involve our students in examining the application of strategies used in real life to render Italian a neutral language. This paper will illustrate the theory on which we based our research, provide examples of classroom activities, and then share students’ reactions. We will then indicate how such items could be added to Italian language courses to broaden learners’ cultural awareness.
Rendere inclusive le classi di italiano L2 in Nord America: attività e suggerimenti
Negli ultimi tre anni abbiamo introdotto nelle nostre classi in Canada alcune attività e riflessioni sul linguaggio neutrale in italiano. Partendo dalle teorie sociolinguistiche che abbiamo studiato e approfondito. Abbiamo iniziato a includere spiegazioni, esempi e realia nelle nostre lezioni per coinvolgere i nostri studenti nello studio delle strategie usate nella vita reale per rendere l’italiano neutrale. Quest’articolo inizia illustrando la teoria sulla quale abbiamo basato la nostra ricerca, con esempi di attività in classe e, in seguito, condivideremo le reazioni delle persone in classe. Inoltre, mostreremo come queste attività possano essere inserite nei corsi di lingua italiana per allargare la prospettiva culturale all’interno delle nostre classi.
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Conference Presentations and Invited Talks
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QUESTIONE DI GENERE? NO, GRAZIE., 2022
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Papers
Renaissance and Reformation, 2020
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Uploads
This research investigates the social discourse around online hate speech in Italy, focusing on using offensive words against the LGBTQIA+ community and how people use these terms when participating in public policy debates. Many empirical studies have been conducted to understand how derogatory language can impact different communities, but those with a perspective on Italy and the Italian language are almost absent. Through digital methods and the analysis of data from a search query, we were able to track the use of offensive words on Instagram and TikTok, analysing how users use the leet alphabet and keyword obfuscation to overcome the limitations of algorithms by understanding how the word interpreted is in reality used mainly by members of the LGBTQIA+ community and their allies.
In the last three years, we have introduced some activities and reflections on neutral language in Italian in our classes in Canada. Starting with the sociolinguistic theories studied and discussed on the subject, we have been incorporating explanations, examples, and realia in our lessons to involve our students in examining the application of strategies used in real life to render Italian a neutral language. This paper will illustrate the theory on which we based our research, provide examples of classroom activities, and then share students’ reactions. We will then indicate how such items could be added to Italian language courses to broaden learners’ cultural awareness.
Rendere inclusive le classi di italiano L2 in Nord America: attività e suggerimenti
Negli ultimi tre anni abbiamo introdotto nelle nostre classi in Canada alcune attività e riflessioni sul linguaggio neutrale in italiano. Partendo dalle teorie sociolinguistiche che abbiamo studiato e approfondito. Abbiamo iniziato a includere spiegazioni, esempi e realia nelle nostre lezioni per coinvolgere i nostri studenti nello studio delle strategie usate nella vita reale per rendere l’italiano neutrale. Quest’articolo inizia illustrando la teoria sulla quale abbiamo basato la nostra ricerca, con esempi di attività in classe e, in seguito, condivideremo le reazioni delle persone in classe. Inoltre, mostreremo come queste attività possano essere inserite nei corsi di lingua italiana per allargare la prospettiva culturale all’interno delle nostre classi.
This research investigates the social discourse around online hate speech in Italy, focusing on using offensive words against the LGBTQIA+ community and how people use these terms when participating in public policy debates. Many empirical studies have been conducted to understand how derogatory language can impact different communities, but those with a perspective on Italy and the Italian language are almost absent. Through digital methods and the analysis of data from a search query, we were able to track the use of offensive words on Instagram and TikTok, analysing how users use the leet alphabet and keyword obfuscation to overcome the limitations of algorithms by understanding how the word interpreted is in reality used mainly by members of the LGBTQIA+ community and their allies.
In the last three years, we have introduced some activities and reflections on neutral language in Italian in our classes in Canada. Starting with the sociolinguistic theories studied and discussed on the subject, we have been incorporating explanations, examples, and realia in our lessons to involve our students in examining the application of strategies used in real life to render Italian a neutral language. This paper will illustrate the theory on which we based our research, provide examples of classroom activities, and then share students’ reactions. We will then indicate how such items could be added to Italian language courses to broaden learners’ cultural awareness.
Rendere inclusive le classi di italiano L2 in Nord America: attività e suggerimenti
Negli ultimi tre anni abbiamo introdotto nelle nostre classi in Canada alcune attività e riflessioni sul linguaggio neutrale in italiano. Partendo dalle teorie sociolinguistiche che abbiamo studiato e approfondito. Abbiamo iniziato a includere spiegazioni, esempi e realia nelle nostre lezioni per coinvolgere i nostri studenti nello studio delle strategie usate nella vita reale per rendere l’italiano neutrale. Quest’articolo inizia illustrando la teoria sulla quale abbiamo basato la nostra ricerca, con esempi di attività in classe e, in seguito, condivideremo le reazioni delle persone in classe. Inoltre, mostreremo come queste attività possano essere inserite nei corsi di lingua italiana per allargare la prospettiva culturale all’interno delle nostre classi.
From an original idea of Elisa Brilli, George Ferzoco, and Nicholas Terpstra, and thanks to the invaluable work of Alice Martignoni and Nattapol Ruangsri (Research Assistants). Sponsored by the Department of Italian Studies, the Emilio Goggio Chair in Italian Studies at the University of Toronto, the Istituto Italiano di Cultura di Toronto, and Villa Charities.
With the participation of (alphabetical order):
A. Andrée (Professor, Centre for Medieval Studies, UofT) https://youtu.be/c7KNumdnWfU
M. Atwood (Writer and UofT Alumna) https://youtu.be/Dck_Medf07Q
S. Bancheri (Professor, Italian Studies, UofT) https://youtu.be/nFHIbUxs2JY
S. Bazzichetto (Uoft Alumnus) https://youtu.be/dCwIMv4DswQ
A. Berardi (Ph.D. Candidate, Centre for Medieval Studies, UofT) https://youtu.be/LESNnTr6eg4
E. Brilli (Professor, Italian Studies & Centre for Medieval Studies, UofT) https://youtu.be/abdojdHQBo4
A.L. Clarkson (Journalist and Stateswoman, and former Governor General of Canada) https://youtu.be/CmyAKJbUsto
B. Daigneault (Ph.D. Candidate, Centre for Medieval Studies, UofT) https://youtu.be/KJaGDS9iSTA
C. Dignard (Ph.D. Candidate, Spanish and Portuguese, UofT) https://youtu.be/1LxCv8mTCto
G. Dinkova-Bruun (Professor, Pontifical Institute) https://youtu.be/Hm4FvkFAAVc
K. Eisenbichler (Emeritus, UofT) https://youtu.be/8zKdgyaHnOk
E. Ferranti (Director Candidate Life, Massey College) https://youtu.be/tszX6lSRgfg
G. Ferzoco (Professor, University of Calgary) https://youtu.be/OGpWK_4wNg0
T. Fimognari (Undergraduate Candidate, UofT) https://youtu.be/cLcCaekbyP4
T. Fox (Ph.D. Candidate, University of Calgary & Translator and Reader in Stoney Nakoda) https://youtu.be/Dck_Medf07Q
P. Frascà (Professor, Italian Studies, UofT) https://youtu.be/p9ylx9xev_0
S. Galli (Ph.D. Candidate, Italian Studies, UofT) https://youtu.be/jQPPIWph_o8
A. Graheli (Professor, Historical Studies & Language Studies, UTM) https://youtu.be/Xi388PgrhiU
M. Jamali (Ph.D. Candidate, Italian Studies, UofT) https://youtu.be/GXG-3txDbdE
P. King (Professor, Philosophy & Centre for Medieval Studies, UofT) https://youtu.be/tOWRHgrwE14
A. Manguel (Writer) https://youtu.be/Dck_Medf07Q
A. Martignoni (Ph.D. Candidate, Italian Studies, UofT) https://youtu.be/oofMThkkxJk
A. Munteanu (Ph.D. Candidate, Linguistics, UofT) https://youtu.be/JnuzzEl95fc
M. Nunno (Translator & Reader in Anishinaabemowin) https://youtu.be/CmyAKJbUsto
W. Ohm (Ph.D. Candidate, German Studies, Uoft) https://youtu.be/zuErC-NMV98
G. Osmat (Ph.D. Candidate, Near & Middle Eastern Civilizations, UofT) https://youtu.be/IenVYWIksvA
E. Plesnik (Ph.D. Candidate, Centre for Medieval Studies, UofT) https://youtu.be/v_jAZJ7vHYw
N. Ruangsri (Ph.D. Candidate, Italian Studies, UofT), several videos
L. Sodano (Ph.D. Candidate, Italian Studies, UofT) https://youtu.be/-M5PvbjPd40
L. Somigli (Professor, Italian Studies, UofT) https://youtu.be/yonwxQsb4hc
R. Sophonpanich (Professor, Thammasat University, Translator & Reader in Thai) https://youtu.be/98QdvI2p02o
M. Stock (Professor, German Studies & Centre for Medieval Studies, UofT) https://youtu.be/8-3Y3xXEd7A
V. Tapia Cruz (Ph.D. Candidate, Spanish and Portuguese, Uoft) https://youtu.be/TSdN_DcxNrM
K. Tarves (Ph.D. Candidate, Slavic Languages and Literatures, UofT) https://youtu.be/Zr-5z6Uftw4
L. Tesi (Ph.D. Candidate, Italian Studies, UofT) https://youtu.be/t5okbQg3PDk
R. Xu (Ph.D. Candidate, Centre for Medieval Studies, UofT) https://youtu.be/AiPwjNFeJzU
A. Zambenedetti (Professor, Italian Studies, UofT) https://youtu.be/bJs4LrvvuO0
T. Zajac (UofT Alumna & Leverhulme Early Career Fellow, University of Manchester)
https://youtu.be/Os6j37jIrmQ