Giovanna Carloni, PhD, is a lecturer at the University of Urbino, Italy.
Her fields of expertise are applied linguistics, foreign language education, teaching Italian as a second and foreign language, intercultural and global competence, educational technology, virtual exchange, teacher training, corpus linguistics, English linguistics, EAP (English for Academic Purposes) and ESP (English for Specific Purposes), CLIL (Content and Language Integrated Learning), and internationalization in higher education. She worked as project coordinator for the CLIL Internationalization project at the University of Urbino, Italy, where she was also responsible for providing the content instructors engaged in the project with CLIL methodological support. As project coordinator, she devised the digitally-enhanced theoretical and methodological CLIL framework that the University of Urbino has adopted. Furthermore, she has been responsible for the design and implementation of virtual exchange from an intercultural perspective with universities in the USA, Australia, and South Africa for about a decade. Among her publications:
Books and edited volumes
Carloni, G. (2020). Digitally-enhanced practices and open pedagogy in English-taught programs: Flexible learning for local and global settings in higher education. Milan: Franco Angeli.
Carloni, G. (2016). Corpus linguistics and English teaching materials. Milan: Franco Angeli.
Carloni, G. (2015). CLIL in higher education and the role of corpora: A blended model of consultation services and learning environments. Venice: Edizioni Ca’ Foscari.
Carloni, G. (Ed.). (2015). Insegnare italiano a stranieri. Percorsi operativi. Milano: Franco Angeli.
Selected Articles
Carloni, G. (2021). Using a Community of Inquiry framework to foster students’ active learning. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Teaching and learning innovations in higher education (pp. 195-208). Oxfordshire, UK: Libri Publishing.
Carloni G., & Zuccala B. (2020). Blending Italian through Skype: A diachronic and comparative account of a telecollaborative project. In J. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto, H. L. Xu (Eds.), Intersections in language planning and policy: Establishing connections in languages and cultures (pp. 279-298). Dordrecht: Springer Nature.
Carloni G., Grassi S., Virga A., & Zuccala B. (2018). Exploring the transnational connections between blended learning spaces, trans-institutional collaboration, and intercultural awareness in transformative telecollaborative projects. LEA – Lingue e letterature d’Oriente e d’Occidente, 7, 393-403. DOI: http://dx.doi.org/10.13128/LEA-1824-484x-24403
Carloni G., & Zuccala B. (2018). Blending Italian ‘down-under’: Toward a theoretical framework and pragmatic guide for blending tertiary Italian language and culture courses through Skype-enhanced, pre-service teacher-centred telecollaboration. LEA – Lingue e letterature d’Oriente e d’Occidente, 7, 405-445. DOI: http://dx.doi.org/10.13128/LEA-1824-484x-24408
Carloni G., & Zuccala B. (2017). Blending Italian at Monash University through an Italian-Australian digital project: An analysis of students’ perceptions. LEA – Lingue e Letterature d’Oriente e d’Occidente, 6, 115-139. https://doi.org/10.13128/LEA-1824-484x-22333
Work for CID:
Giovanna Carloni participated in a CID/UNESCO focus group for the Futures of Education Initiative, and then provided an exercises for the addendum.
Center for Intercultural Dialogue 