Il paesaggio linguistico plurilingue e la didattica: il caso dell’Alto Adige/Südtirol

  • Silvia Palermo
  • Gabriella Sgambati


Studies on the Linguistic Landscape (LL) have become a particularly prolific object of study and research in the last fifteen years. The most recent research perspective has led to new categorizations for the LL, which not only form the basis for further empirical research, but are also of great use in foreign language teaching (Malinowski/Maxim/Dubreil 2020). Indeed, working with the LL that is also interculturally specific fulfils one of the primary goals of foreign language teaching, as the close relationship between language and culture also promotes intercultural communicative competence. Our paper will examine in particular the great potential of this tool in the context of teaching German as a Foreign Language in Italy, in order to stimulate greater language awareness and linguistic reflection in the processes of learning and teaching German in which learners are involved.

By means of the administration of didactic sheets prepared by us, we will consider the possibility of applying to a didactic context data on both the German language and culture, taken from the observation of the LL of Alto Adige/Südtirol and collected on several occasions within a corpus, the LLSÜDTIROL, which will be discussed below.

Palermo, S., & Sgambati, G. (2024). Il paesaggio linguistico plurilingue e la didattica: il caso dell’Alto Adige/Südtirol. Linguistik Online, 126(2), 125–150.